Standards Check Test & ADI part 3 test Advice

When reflecting on failure on a part 3 or standards Check Test, take a moment to reflect on what the examiner has said and what their coment’s actually translate too.

The lesson didn’t fit the clients needs
You need to be ahead of your learner
You didn’t help your pupil reflect correctly
You was over or under instructing
What learning took place?

Above can be some of the main reasons the examiner will focus on as to why you’ve not been successful on your part 3 or standards Check Test. Keep reading to learn how each comment relates to certain competencies on the marking sheet.

Your Standards Check Test didn't Fit the Needs of Your Client

This feedback links to your lesson planning, in particular the goal and the structure of your lesson. Below I’ve outlined how a goal would be formulated and how you would structure it to make it a good Client centered session.

Did the trainer identify the pupil’s learning goals and needs?

This competency should be all about what learning needs to take place?

your pupil has issues with right turns at junctions, he/she may’ve cut a corner but after this has been mastered where could you take this lesson, to help your learner achieve their goal/s?

Is this just a one off with one particular turn?
Have you fully assessed your pupil on a full range of right turns?

A good way of looking at this is, you may have 4 levels of right turns.

Level one = major to minor easy
Level two = major to minor harder
Level three = traffic lights Right Turn easy
Level four = traffic lights Right Turn harder

Level two maybe where the mistake was made, but how confident are you he/she won’t make a mistake with more complex junctions or when you give your client more responsibility.

Over or under Instructing on Your Test

Finding the correct level of instruction to match the needs of your client should be evaluated when your structuring your clients lesson.

Did the trainer structure the lesson to match the pupils ability and needs?

If you fully assess the four levels above thouroghly then you will have a clear plan of the following:

Where learning needs to take place
How much instruction will be needed when dealing with each challenge or level you need to take the lesson too.

Staying ahead of Your learner on your Test

Once a clear understanding on where your learners strengths and weaknesses are, this is now where you should be in tune with this compentency.

Did the trainer ensure the pupil fully understood how responsibility for risk would be shared?

In a nutshell, this competency is about how much help your client needs and outlining it and agreeing it. When you start your Part 3 or Standards check test, this will be what’s discussed prior to the wheels moving.

Was the trainers directions and instructions timely and appropriate
Was the trainer aware of the surroundings and the pupils actions?

Being ahead of your learner will take a proactive approach to knowing when intervention is needed.

Example: If your pupil is cutting corners then what indicators are there that the turn could end up being dangerous.

Speed coming into fast.
Position looks like it’s drifting
Looking into the road indicating they’re trying to beat the oncoming car

LEVEL OF INSTRUCTION

So you decided Q,+A to begin with, but your pupil is now about to do one of the 3 above – then you need to ask yourself is Q+A working and what intervention? is needed to manage the risk.

Rephrasing or a different question?
Full talk through?
Physical intervention

DIRECTIONS & INSTRUCTIONS

A contributing factor in all this, is the timings of your directions and instructions. If they’re not timed to match your pupils ability and needs they could be inducing faults – so you’ll also need to analyse this too.

Helping your pupil reflect correctly

Helping your learner to reflect takes good listening skills and affective questioning.
Asking questions that just get a yes or no answer, may in the moment allow you to stay in control (of your learner) and probably lead you to think your learner has a good understanding, but without further questioning you’re probably not challenging their understanding enough.

EXAMPLE

“just explain to me where your turning point is when turning right.”

If you’ve asked that question enough times and practiced it, you’ll probably get the correct answer in theory and a good demonstration too.

A cavaet to this maybe when would it be necessary to cut the corner? Maybe he/she doesn’t know the answer – which isn’t a problem, but now you can use this as a good opportunity to get/him her to reflect and allow learning to take place.

SERIOUS & CRITICAL FAULT

Mistakes can happen to the best of us and as an experience driver I maybe able to reflect on:

The mistake I made
Why it had the potential to be serious or even a dangerous driving error.
With reflection and revisiting it am I now confident I’ve developed and feel confident with this area going forward.

Now look at the same problem in the eyes of a an inexperienced driver?

Is he/she aware of the severity of the driving error?
Is she/he aware of why it happened?
Is she/he aware of what needs to be done when revisting and how to go about developing this issue?

Conclusion

@evolution driving school we believe by getting your learner to reflect on the fault, analysing it and finding the solution will help you to understand any gaps in their knowledge and help him/her engaged with their learning process.