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Check Test

Purpose of the Check Test

  • To ensure that acceptable standards of instruction are being maintained;
  • To give the Supervising Examiner (SE) an opportunity to offer advise and guidance on the way instruction can be improved
  • The SE is there to help; he is not looking for the easiest way to remove your name from the ADI register.


Preparation on the Day

This should be no more or no less than you would make for any other lesson
  • You don't have to bring your 'star' pupil
  • The objective is to assess your ability to instruct - not your pupil's ability to drive
  • Lesson must be tailored to the pupil's level whether novice or experienced learner

A good instructor will:-
  • Demonstrate ability to put the pupil at ease
  • Demonstrate ability to create a relaxed and friendly learning environment
  • Be able to introduce the pupil to the SE in a relaxed manner and convey that this lesson is no different to any other


The Lesson

  • Should last 60 minutes and an additional 15 at the end for debrief with the SE
  • Don't try to behave differently - this could confuse your pupil and will be hard to sustain for an hour
  • Be yourself and you will have less to think about

At the start of the lesson
  1. Be ready to provide the SE with a 'pen picture of your pupil's present level of ability
  2. Prepare to inform the SE of your intended lesson plan and objective for the lesson

Content of the lesson

(Some or all of the following will be assessed by the SE as dictated by the lesson)
  • Controls
  • Moving Away / Stopping
  • Left Reverse
  • Right Reverse
  • Turn in the Road
  • Parallel parking
  • Emergency stop and mirror
  • Turning left major into minor
  • Turning right major into minor
  • Progress and position
  • Junctions and Roundabouts
  • Crossroads
  • Other Road Users
  • Pedestrian Crossings and signals
  • Planning and awareness

The Lesson Plan
  • The SE will not restrict his assessment to what is in the lesson plan
  • If other faults emerge he will be looking for the ADI to address these in the lesson
  • The lesson plan needs to be adjusted as the lesson progresses to match the learning needs which emerge during the lesson
  • A common fault is for instructors to stick rigidly to the original lesson plan resulting in a mismatch between the pupil's needs and what is being taught
  • A good instructor will be able to assess the seriousness of errors and adjust the lesson plan to suit


Core Competencies

Three core competencies form the basis of good instruction. These are:
  • Fault identification
  • Fault analysis
  • Remedial Action

You must correctly identify, analyse and remedy weaknesses to improve the pupil's driving skills.

When giving instruction a very simple method to apply is to ask the following questions:
  • What happened?
  • Why did it happen?
  • How do I put it right?

Then tell the pupil:
  • What happened
  • Why it happened
  • How to put it right

Identification/What Happened?

Lack of effective fault identification is quite common in check tests
  • You must be able to clearly identify at appropriate times all important weaknesses
  • You should be able to prioritise faults and judge if you should bring them to the pupil's attention
  • You should switch between observation of the pupil and what is happening outside

Recognising faults and communicating them properly is the first step towards correction. You cannot improve a pupil's ability if you are not watching - at the right time - what they are doing

Analysis - why it happened
  • Faults should be analysed to see why they have occurred and what effect they could have had on other road users
  • Instructors should explain what went wrong - there may be several reasons why a fault occurred
  • The instructor must use his skills to analyse the cause correctly and explain this to the pupil
  • Simply stating that a fault has occurred will be assessed as unsatisfactory as it does not teach the pupil
  • The pupil needs to know what went wrong and why?

Remedy - how to put it right?
  • Having identified and analysed the fault the pupil will need to know how to avoid repeating it
  • A verbal explanation of the fault not be sufficient
  • Remedying the fault may need some practice and this should take place as soon as possible after the fault has occurred, late or retrospective instruction is of little value
  • The pupil may not have the recall of an experienced driver


Instructional Techniques

(will be assessed by the SE)
  • Recap at start (on previous lesson)
  • Aims/Objectives (S.M.A.R.T.) for the lesson - between ADI and pupil
  • Level of Instruction (over and under instruction)
  • Planning - lesson must be structured - start/middle/end
  • Control of the lesson - the lesson should be clearly in the instructor's control
  • Communication - fluent, straightforward, simple terminology - avoid superlatives e.g. fantastic, brilliant
  • Question & Answer:- 2 way process -pupil must be able to ask questions as well and instructor able to answer -use open questions
  • Feedback and Encouragement - praise and encouragement can enhance learning and boost confidence
  • Use of dual controls - only for demonstration, avoiding potential danger or actual danger
  • Recap at the end - summary - were objectives met? what needs more practice? Next lesson

Instructor Characteristics (will be assessed by the SE)

Attitude and approach to pupil
  • The instructor should be able to show that he has created a friendly learning environment
  • Avoid physical contact as it can be mis-construed
  • Patience and tact need to be applied always

Be prepared to repeat instruction and practice or look for the next opportunity to deal with the topic again.


Overall Marking

(SE's assessment)
  • Observation and proper correction of pupil errors
  • Method, clarity, adequacy and correctness of instruction
  • Manner, patience and tact and ability to inspire confidence

Good luck!!!