ADI Part 3 - How the Test is Marked

ADI Part 3 - How The SE Marks Your Performance On The Test

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The Keys to Success

"On Phase 2, you'll need to assess the SE's driving before you can fix the faults . . . you'll need to watch carefully to recognise the errors, then use good Q and A to get to the root of the problem

You'll also have to consider being pro active to help the SE out in areas they are having problems with"

Harry Elkan ADI Trainer

Related Pages

Information on the Trainee Licence
Help with Instructional Skills
How to fix faults with Remedial Action
Developing your Personal Style
Learn some of the common Part 3 myths

If you need help to pass Part 3, just call now for full information on ADIT 2 day intensive Part 3 Recovery Training

How the Test is Marked

The ADI26 marking formThe SE will assess you performance in all of the key sub skill areas, and will use the form ADI 26 to record how well you did. Click the link for a bigger view. The file is quite large, so it may take a few seconds to appear in your browser

There is a different form ADI 26 for each of the pre set tests. The one shown here is a form used to record pre set test 1 (controls, crossroads). It is therefore marked as ADI 26/PT/01

The form is divided into two important areas. The left side of the form has the core requirements for the specific pre set test you have to teach. For example, on the form for the pedestrian crossing pre sets tests, you'll find marking areas specific to that subject, such as 'inviting pedestrians to cross'. You won't find this box on the left side of the marking sheet for a controls lesson, because it's not relevant to that lesson. I hope that makes sense

Now, the right side of the sheet is the same for all of the pre set tests. The right side of the sheet lists the boxes to mark your performance in the core competencies, instructional techniques, and the instructor characteristics that you display

It is absolutely vital for you to realise that the vast, vast majority of part 3 failures are due to a poor score on the right side of the sheet, not the left

These are the key skill areas that you should develop, not simply repeat the pre set tests over and over

The major area that determines your success at part 3, is the mark you receive in the core competencies section of the form

These areas are all covered in some detail on this site. Use the links in the left margin to find the pages

I cannot recall the last 'official' figures I saw, but there are very few tests indeed that are failed on the left side of the sheet, so long as the right side of the sheet shows a pass standard

The boxes on the left side of the sheet are marked as 'not covered', 'unsatisfactory' or 'satisfactory'

They are not graded, and you get no points for being superb in these areas

Think about it . . . the highest mark you can get on the left side of the sheet, for all the information you pass on in the briefing and during the lesson, is 'satisfactory'

Why do you think this is?

It's because you've already passed part's 1 and 2, so the SE knows that you have all the required knowledge about the pre set test, but you are now being assessed on your ability to teach

This seems a very difficult concept for some trainees to grasp, and I admit that it's a safe feeling to be able to take hold of a book of colourful briefings in the belief that that is what the SE wants you to be good at. Unfortunately, it's just not so

The briefings and lesson content are tangible items that you can touch and talk about. You can have books with prompt notes and diagrams. These things are wonderful to help you deliver the lesson, but the bad news is that the SE is really unconcerned about your diagrams and only slightly more concerned about the standard of your briefing. He or she just wants it to be 'satisfactory'

What they really want to see, is all the sub skills of good, effective teaching that are recorded on the right side of the form. These skills are not something you can touch or refer to in a book on part 3. You have to develop them and use them effectively. They have to become a part of you and your everyday teaching

What is very important about your briefings, is the way that you display these skills when dealing with the SE as a real learner. The SE is far more interested in that than in the actual lesson content of your briefing. For instance, how you use Q and A in the briefing, the level of your instruction and your communication techniques. These are being assessed continually. Non stop

The boxes on the right side of the form are graded from 1 to 6, depending upon your performance in these key areas

The grades are determined according to the following criteria:

6. Overall performance to a very high standard with no significant instructional weaknesses.

5. A good overall standard of instruction with some minor weaknesses in instructional technique.

4. an adequate overall performance with some deficiencies in instructional technique

3. an inadequate overall performance with numerous deficiencies in instructional technique

2. a poor overall performance with numerous deficiencies in instructional technique

1. overall standard of instruction extremely poor or dangerous with incorrect or even dangerous instruction

Each of the boxes on the right side of the sheet will be graded by the SE drawing a line through the appropriate box

It's very common for the SE to ask you to wait in the waiting room for 10 minutes or so before giving you the result of your test. This is because the SE has to consider his or her own performance as a role play learner, as well as determine your overall level of skill

If you score well enough in the boxes on the right side of the sheet, you will almost certainly pass this test

With effective training in the sub skill areas, this test is achievable by almost every trainee



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