The 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

• 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

• 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

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

• 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 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

• Fault identification
• Fault analysis
• Remedial Action

• What happened?
• Why did it happen?
• How do I put it right

• What happened?
• Why it happened
• How to put it right

• 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
  
  

• 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?

• 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

• 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

• 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

Overall Marking

• 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!!!

Courtesy of DVANI