Band 4

Publications, instructional fault analysis and the theory of instruction.

What this topic covers

Publications, instructional fault analysis and the theory of instruction. The full ADI / PDI Test & Toolkit app contains 78 questions on this topic, drawn from the official DVSA bank.

Worked examples

Here are a few practice questions from this topic. Try answering each before reading the explanation.

Example 1

Typically, how does ageing affect people's driving ability?

A. Older people drive faster
B. Older people have slower reactions ✓ correct
C. Older people overestimate their ability
D. Older people take more risks

Explanation: As people age, their reactions tend to slow and they can take longer to assess hazards. Don't try to rush them, but be tolerant and patient.

Example 2

What should you do if a pupil drives the rear wheels over the kerb when they turn left?

A. Demonstrate how this was caused by turning the steering wheel too late
B. Explain that the rear wheels cut in when turning left
C. Ask them to explain why they think this happened ✓ correct
D. Tell them that this fault can be avoided by first swinging out to the right

Explanation: Learning is far more effective when a pupil can identify for themselves the reason why something has gone wrong. If they can't work it out, you can help them to understand with an explanation or a diagram. When they understand the problem, the pupil should then practise this manoeuvre.

Example 3

You're teaching a pupil who continually drives too fast. What should you do to correct this problem?

A. Give more demonstrations than normal
B. Let them learn from experience, using the dual brake to ensure safety
C. Impose a speed limit that's lower than everyone else's
D. Explain what can happen as a result of driving too fast ✓ correct

Explanation: Simply telling a pupil that they're driving too fast isn't sufficient. Explanations need to be given, highlighting what may occur if they repeat the fault. More importantly, they need to know what to do to prevent it from happening again.

Example 4

What should an instructor do when they see their pupil commit a driving fault?

A. Talk about it at the end of the lesson
B. Ignore it and continue with the lesson
C. Use it as a warning to the pupil
D. Discuss it at the earliest opportunity ✓ correct

Explanation: Once identified, driving faults should be addressed at the earliest opportunity. A fault should be looked upon as a chance to teach the point and to encourage a change for the better in the pupil's driving.

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