Test of Instructional Ability

The test

For each of the roles the examiner will select a test which will include a pre-set combination of two of the exercises listed below:

• safety precautions on entering the car and explanation of the controls.
• moving off and making normals tops.
• driving the vehicle backwards and while so doing entering limited openings to the right or left.
• turning the vehicle round in the road to face the opposite direction, using forward and reverse gears.
• parking close to the kerb, using reverse gears.
• practical instruction in how to use mirrors and how to make an emergency stop.
• approaching and turning corners.
• judgement of speed and general road positioning.
• dealing with coming out onto T-Junctions.
• dealing with all aspects of crossroads.
• dealing with pedestrian crossings and giving appropriate signals by using your indicator and your arm in a clear and unmistakable manner.
• meeting, crossing the path of and overtaking other vehicles, including allowing enough clearance to include following distance for other road users.

It is essential that you understand what is required in this test. You should listen very carefully when the examiner explains what is required for each part. If you don’t understand, say so and the examiner will repeat the explanation. Remember, during the exercises the examiner is portraying a pupil at various levels of experience. The examiner will remain in character in order to maintain, as far as possible, a realistic learning environment. This is to help you forget they are an examiner. However, there may be occasions when they have to come out of role to help clarify instructions or for road safety issues.

The instruction you give should be tailored to the time available (ie., about 30 minutes for each part) and to the standard of the ‘pupil’ being role-played by the examiner. You will probably find it helpful to establish the depth of the‘pupil’s’ knowledge in each phase, by asking questions and observing the ‘pupil’s’ performance as you would with a real pupil you had not taught before. You should remember that asking how many lessons a pupil has had previously does not establish their ability. You are allowed to use lesson plans and training aids and you may refer to brief notes or subject headings, but you should not read at length, word for word, from notes or books. The ‘pupil’ must be given a chance to demonstrate what has been taught, and any faults must be corrected. You should note that, because there is only a short time for each part, you should limit the amount of stationary instruction and pre-briefing. You should also be prepared for the ‘pupil’ to ask questions.

Supervision

Just as in Part 2 of the test, a supervising officer may come along as well. They are there to monitor the performance of the examiner. They will take no part in the conduct of the test.

Assessment

The examiner assesses the method, accuracy and clarity of instruction given for the stated subject matter to be covered and how well it is linked to the ability of the pupil portrayed at that time, during each phase.

Key subject areas

There are three main key subject areas, with which you need to be familiar:

• core competencies
• instructional techniques
• instructor characteristics

These three subjects cover the range of skills needed by you if you are to be successful in the Part 3 examination and qualify as an Approved Driving Instructor.

Core competencies

You need to identify, analyse and remedy a pupil’s faults. The aim is to help the pupil improve their performance.

Fault identification

You must be able to clearly identify, at appropriate times, the important areas of a pupil’s performance in need of development. You must be able to prioritise and decide whether the fault was serious enough to bring to the pupil’s attention at the time or was of a very minor nature and not worthy of mention. Recognising faults is the very first step towards correction. You must be able to switch between observation of the pupil and what is happening outside the car. This can be done directly by eye and with the use of strategically placed mirrors.
Watching the pupil will help you identify faults.

Fault analysis

Faults in either procedure or control that have been identified and brought to the pupil’s attention must be analysed to see why they have occurred and/or what effect they could have on other road users You must explain why the fault has occurred and ensure that the fault analysis is accurate. The pupil needs to know what went wrong and why. Analysis need not be immediate, if this proved to be dangerous, but you should give it at the first safe opportunity.

Remedial action

Having identified and analysed the fault, the pupil will now need to know how to avoid repeating it (the remedy). Driving is a practical skill and it is most important that any verbal remedy be followed by positive instruction and practice as soon as is practicable. Use your instructional techniques to best advantage and avoid late or retrospective instruction, which is of little value. The use of training aids may be helpful in some situations. Instructional techniques

The following listed headings are used to measure the way in which you plan and deliver your instruction to cover the examination subject matter for each phase.

Level of instruction

Your instruction must be flexible and matched to the ability and experience of the pupil role played by the examiner. As with any new pupil, it is a good
idea to establish any prior knowledge and/or understanding they may have had before training begins. This should help you to assess where they are in the learning process and pitch the level of your instruction as appropriate. During any training session you should observe your pupil’s performance and adjust the level and style of your instruction to suit that pupil’s ability. One of the more common reasons for failing the instructional technique examination is that of not being able to pitch the level of instruction accurately. Candidates must not over-instruct or under-instruct.

Over-instruction can be…

• continuous talk-through leading to over control of the pupil
• not giving opportunities to transfer responsibility to the pupil when appropriate
• telling a pupil to make an action or reaction when they display competence

Under-instruction can be…

• allowing a pupil to get into situations beyond their ability without any guidance
• repeatedly dealing with faults in retrospect
• simply not giving instruction when required at an appropriate time

Planning

The lesson should be structured and presented in an orderly manner, following a clear and logical pattern. You should consider the allocation of time between theory and practice, taking due account of the subject matter to be covered. A briefing given to a pupil on a new subject should be just that. It should be sufficient to have a basic understanding of what is to be covered. Avoid excessive stationary instruction by including every conceivable situation or circumstance that may arise in a driver’s career. There is only so much verbal information a pupil can take in and understand at any one time. The theory and your practical training session should be relevant to the pupil’s ability.

Control of lesson

Directions on route and instruction must be clear and concise, given in the correct manner and in good time, neither too early nor too late. Instructions must be given in good time and related to the prevailing road and traffic conditions. You must be aware of what is happening inside and outside the vehicle at all times to retain control of the lesson and prevent your pupil from entering into potentially dangerous situations. Failing to give instruction in good time will not help your pupil and has the potential for poor or late and inaccurate reactions to changing situations. It will also mean you have less time to give guidance as and when required.

Communication

The language you use must be clear and easily understood. Avoid the use of technical terms and jargon where possible. If technical terms are necessary you must make sure that the pupil understands them and be able to recognise any change in a pupil’s body language or facial expression which could signal that they do not understand or appreciate what you have attempted to cover. Establish whether your pupil fully understands what you have tried to discuss and be prepared to adapt or adjust your style of communication to suit their needs. While you know what you are talking about it is very important that they understand your feedback. Communication is a two-way process but it must be pitched at the pupil’s
level.

Question and answer technique

At appropriate points during the lesson you should ask questions that contribute towards meeting the objectives of the lesson. Ideally the questions should be simply-worded, well-defined, reasonable and relevant. At some stages during training there is a need to ask questions that are thought-provoking and challenging as well as ones that simply test a pupil’s memory. Pupils should also be encouraged to ask questions at appropriate times as well.

Feedback and encouragement

This refers to your response to a pupil’s performance in order to inform them of their progress. It may be feedback in a theoretical or practical part of the training process. For example, having asked a question, you must listen carefully to the pupil’s answer and correct any misunderstandings. You should respond to a pupil’s questions at the appropriate time and give all necessary information clearly and accurately. Feedback is also necessary for you to judge how well the pupil is doing. The pupil should be encouraged and congratulated when deserved. However, they should not be told that they have done well when they have not. Feedback at the end of each individual phase should be a summary of pupil strengths and any weaknesses that will require further development. The comments made should be the basis for the next lesson.

Instructor’s use of controls

Any driver-operated control should only be used by an instructor when it is necessary for them to intervene and the pupil should be told immediately why they were used. You must not use the dual controls to control the pupil all or most of the time. However, there can be occasions when it is acceptable for an instructor to use the controls as an effective aid during training. Instructor characteristics – attitude and approach to pupil As an instructor you should be able to demonstrate an enthusiastic and supportive learning environment. You
should have a relaxed and friendly manner, but not over-familiar. You should appear self-confident with the ability to transfer confidence to your pupil, in a patient and tactful manner.

Appeals

You may appeal to a Magistrate’s Court or, in Scotland, the Sheriff’s office, if you consider your test was not conducted properly. However, you cannot appeal against the examiner’s decision.

Ten useful tips for Part 3 of the examination

1. Ensure that you have had plenty of training and practice at giving instruction at varying levels of pupil ability. You should be able to give a lesson on any aspect of the learner driver-training syllabus. In doing so you should be more than just familiar with any of the pre-set tests that you may be asked to cover.
2. Listen carefully to the description of each pre-set test on which you will be asked to give instruction, and to the description of the ‘pupil’ that the examiner intends to portray. Should you have any queries about the format of the examination, ask the examiner before they go into role.
3. Generally speaking, the beginner or partly-trained ‘pupil’ will need positive instruction and guidance to establish correct driving procedures, whereas the trained ‘pupil’ often benefits
   more from thought- provoking questions. This process is often referred to as the question and answer technique.
4. The test consists of two half-hour phases. The length of briefings should be appropriate to the ‘pupil’s’ knowledge and geared to that time. This may mean that you will need to adjust your normal briefing time. Briefings should ‘brief’ and be given when appropriate. They should clearly relate to the subject matter expected to be covered.
5. Remember that you are in charge of the lesson; watch how the ‘pupil’ is responding to your instruction and adjust your instruction to meet the ‘pupil’s’ needs.
6. It is important that you respond to pupil performance. You will be expected to correct other driving faults in addition to those included in the specific exercises.
7. It is not always necessary to stop to deal with some driving faults. Consider what will need to be the appropriate level of instruction for your pupil. Some faults can be corrected more effectively on the move.
8. Pupils will benefit from appropriate praise and encouragement.
9. There are no tricks or traps in the Part 3 examination. The examiner is playing the part of a pupil; their job is to test your instructional ability. Listen carefully to questions and comments when they are in pupil role; if they suggest ‘getting on the move’ for example; ask yourself whether you are giving too much stationary instruction.
10. The test of instructional ability is recognised as the most difficult of the three parts of the ADI qualifying process. It is important that you do not attempt this part of the examination until you are confident that you can give instruction on all of the pre-set tests to a satisfactory standard.

Common problems

The most common contributory factors for failing the examination are:

• briefing which is too long, muddled or repetitive
• expecting too high a standard from the ‘pupil’ in the beginner or part-trained stage
• not instructing at a level appropriate to your ‘pupil’s’ needs, for example over -instruction or under-instruction

• inability to recommence instruction at a different point or to go back and explain again
• weaknesses in one or more of the core competencies – fault identification, fault analysis or remedial action
• treating a ‘pupil’ as a beginner in the trained/full licence holder stage