11. Guide to assessment and marking
Guidance for driving examiners on assessment and marking of driving tests.
This section outlines the requirements of a driving test, providing a brief explanation of the skills and abilities the candidate is expected to demonstrate in each aspect of their driving. It also includes examples of the assessment criteria, which serve as a guide to assessment.
The purpose of the guide is to explain the assessment criteria and recording of faults under the outcome/competency headings on the driving test report. Although an attempt has been made to explain assessment in theory, it should be remembered assessment is a knowledge and practical-based skill.
Examiners are trained to assess driving tests to a uniform standard; the Chief Driving Examiner sets these standards. Examiners should apply the assessment principles in which they have been trained. The training of this skill is delivered to a high standard by experienced examiner/trainers.
Assessment is maintained through infield development and supervision supporting DVSA’s quality assurance regime. Applying a robust quality assurance system preserves the quality of assessment skills of all driving examiners in conducting a professional, consistent, and uniform driving test.
An assessment of the ability to drive safely is made by taking direct observation of the candidate’s driving, assessed against a set of outcomes/competencies found in the DT1 and the respective DVSA National Driving Standards . As such, assessing a person’s competence to drive is based on the making of safety decisions and vehicle control.
This guide cannot include all of the situations that may be encountered during a driving test. However, the following examples provide an insight into the assessment and marking process.
It is important that, in addition to a common standard of test, there should be a common standard of assessment of candidates’ driving ability. The most reliable basis for assessing a person’s competence to drive is to observe faults as they are committed and to evaluate them as soon as a confident judgement can be made.
Examiners should not be too hasty in making a definitive assessment and marking the fault. Examiners should wait until the event has finished, then mark the fault. Driving errors must not be double-marked. Once assessed, each fault should be recorded on the Digital Test Report in accordance with the definitions laid out below.
Note: When assessing and marking a manoeuvre, it is not considered as double marking to mark both control and observation.
Fails as a result of either one serious fault or one dangerous fault and an accumulation of 16 or more driving faults - the written report only needs to cover the serious or dangerous fault. Fails as a result of an accumulation of 16 or more driving faults only need to be written up in full.
Before any fault identification and analysis can be carried out, the outcome must first be defined. Any deviation from the defined outcome can then be seen as a fault. The weight or severity of the fault will depend on the extent of the deviation, and the circumstances at that time. The fault can range from ‘not worthy of recording’ to ‘dangerous’.
The following is an example of a Defined Outcome:
At every junction or hazard the candidate should adopt a structured planned approach, such as the MSM/PSL Routine:
Mirrors Signal Manoeuvre (MSM):
- M: check mirrors to assess the speed and position of vehicles behind
- S: signal clearly and in good time
- M: manoeuvre using the PSL routine
Position Speed Look (PSL):
- P: position the vehicle correctly and in good time
- S: adjust speed as necessary
- L: look for other traffic, assess the situation, and act accordingly
Faults are defined as follows.
Not worthy
Any insignificant deviation from the defined outcome that does not compromise safety or can be a matter of finesse.
Driving fault
A driving fault is one that falls short of or deviates from the defined outcome of the standard of driving of a safe and competent driver.
In isolation a driving fault does not result in failure to pass the test. However a candidate who habitually commits a driving fault in one aspect of driving throughout the test, cannot be regarded as competent to pass the test. The repeated fault can then be assessed as potentially dangerous.
Serious fault
A serious fault is one that is potentially dangerous or entails a breach of the law.
Dangerous fault
A dangerous fault is one involving actual danger to the examiner, candidate, the general public, or property. (Note: If the fault has been assessed as dangerous then this should be marked regardless of any action taken by the examiner).
Fault identified - not worthy (not worthy of recording).
Any insignificant deviation from the defined outcome that does not compromise safety or can be a matter of finesse. For example - Dry steering, sequential gear changes, not pressing the button on top of the handbrake when applying it.
Low risk - driving fault (not an immediate fail)
Any sufficient deviation from the defined outcome that does not compromise safety, or can be a matter of control - to justify a fault being recorded. For example - the candidate took observation before emerging at the junction. However, they misjudged the distance of an approaching vehicle, causing it to slow down, safety was not compromised. (Sixteen or more of these faults would result in failure of the test.) There can however be occasions when one specific driving fault could by constant repetition, be regarded as serious and therefore a significant risk; for example when a candidate habitually fails to take mirror observation when appropriate.
High risk - serious fault (entails immediate failure)
Significant deviation from the defined outcome with safety, control and/or legal requirement breached. For example - the candidate did not take effective observation before emerging at the junction, unaware of any other road user who may have been expected to be there.
Actual danger - dangerous fault (entails immediate fail)
Safety, control and/or legal requirement breached that would have caused actual danger. For example - the candidate did not take effective observation before emerging at the junction completely misjudged both speed and distance of an approaching vehicle. The examiner had to take action to avoid a collision.
Examiners, may have to take ‘action’ when it becomes necessary to do so in the interest of public safety, including their own and that of the candidate. Such intervention may be either - VERBAL (ETA-V) or PHYSICAL (ETA-P).
The distinction between a verbal ETA and advice can be determined by the level of intervention required during the driving test. Advice is given when a fault is observed and there is no immediate danger. This allows the examiner to advise the candidate without the need for urgent action. In contrast a verbal ETA is used when an immediate intervention is necessary to prevent a situation from potentially escalating into a dangerous one. The verbal ETA box should be marked when the examiner’s intervention directly prevents a fault from becoming hazardous or serious.
The first rule of assessment in the driving test serves a guiding principle for examiners when determining whether a candidates performance should result in a fail. It asks the examiner to evaluate a fault by considering the following question: ‘’If the drive was perfect before and perfect after this fault occurred, would this fault and this fault alone, cause the candidate to fail their test?’’
This rule ensures that the examiner focuses on the severity and impact of the individual fault rather than allowing it to be overshadowed by other factors in their drive. The fault must be assessed in isolation, taking into account whether it represents a significant breach of safety, legal compliance, or control that could endanger the candidate, other road users or property. If the fault is serious enough to undermine overall road safety or legal adherence, it would be sufficient grounds for failure.
A breach of legal requirement during the driving test refers to an instance where the candidate violates the law or regulation governing the road use. Such breaches include not responding to a red traffic light, driving well above speed limit or not responding to a stop sign.
A breach of this nature would be considered a serious fault and would therefore lead to failure to pass the test. The purpose of the driving test is to assess whether a candidate is capable of driving safely and responsibly within the legal framework.
The 16th fault rule of assessment is a hypothetical threshold used to help examiners determine whether a driving fault should be recorded. Although a candidate is permitted to accumulate up to 15 driving faults before failing, this rule applied to every fault, regardless of whether if it is the first or the last committed fault. The examiner must assess each fault individually by asking the question: If this was the 16th fault, could you justify it resulting in the candidate failing their test?
The purpose of this rule is to help the examiner decide whether a fault is sufficient enough to be recorded as a driving fault, or whether it can be deemed as a not-worthy fault.
The adding and taking away is more a tool than a rule of assessment, it should be used by examiners to evaluate severity of a fault committed by the candidate. It encourages examiners to consider the weight of the fault by asking themselves: ‘”Could you add anything to that fault to make it worse? Or could you take away anything to make it better?”
This tool aids in determining the seriousness of the fault and whether it should be recorded. For example, if a candidate brushes the kerb when pulling up on the left, the examiner should ask, ‘’Could this fault be worse? In this case, yes – it could be worse if the candidate has bumped into or mounted the kerb, which could indicate sufficient of significant lack of control. The examiner should then consider, ’’Could something be taken away? Yes, if the candidate has positioned the vehicle slightly further from the kerb, it could have been considered a perfect manoeuvre.
By using this tool, examiners are able to assess each fault in a broader context. If a fault could realistically have been worse, it may indicate a sufficient lapse rather than a serious issue. Conversely, if improving the situation requires only a small adjustment, it may not warrant recording a fault at all.
The normal methods of assessment should be applied. However, examiners are reminded that most candidates are likely to have had considerable driving experience prior to their mandatory disqualification. Because of this, their method and standard of driving will probably be quite different to that of the majority of learner drivers. For example, their ability to take advantage of gaps in the traffic to emerge safely from junctions is likely to be to a much higher standard than that of the less experienced driver. They should not be penalised for this.
Eyesight
Expected outcome / competence
Read, in good daylight, (with the aid of glasses or contact lenses if worn) a registration mark containing letters and figures 79mm high and 50mm wide, fixed to a motor vehicle at a distance of 20 metres. 12.3 metres for category K.
Assessment criteria (example)
| Type of fault | Example |
|---|---|
| Driving fault | Not applicable |
| Serious fault | Unable to meet the requirements of the eyesight test |
| Dangerous fault | Not applicable |
Vehicle safety check questions – cars
Show me / tell me
One or both questions answered incorrectly will result in one driving fault being recorded. However, examiners should not unduly pursue questions to elicit precise responses. These are basic safety checks, and in-depth knowledge is not required for answers to be acceptable.
If the candidate commits a serious or dangerous fault while demonstrating the ‘show me’ question on the move, this will be recorded as a serious or dangerous fault at ‘Vehicle checks’. If, during the ‘tell me’ question, the candidate attempts to turn the ignition, the Examiner should intervene and explain that this is unnecessary as a demonstration is not required. If the candidate continues and inadvertently starts the car in gear, and the Examiner must take action, an ETA would be recorded, and a serious fault recorded as ‘Precautions’. The candidate may complete the check correctly, so nothing would be recorded under ‘Safety questions’ or ‘Tell me’ question.
If the candidate cannot identify controls during the ‘show me’ question, the examiner should ask them to pull up at the first suitable opportunity. The candidate will then be given a chance to identify the controls while stationary. If they correctly locate the controls, the same question should be revisited while driving and assessed accordingly.
If the candidate is still unable to locate the controls while stationary, the examiner should offer advice on operating them and then repeat the question while driving. This is likely to be assessed as a driving fault, provided there was no loss of control during the demonstration while driving.
As vehicle technology advances, more cars are equipped with electronic diagnostic systems that inform the driver of the state of the engine fluid levels, tyre pressures, etc. It is acceptable for a candidate to refer to the vehicle information system (if fitted) when answering questions on topics such as fluid levels or tyre pressures.
Examiners need to be aware that, although it may be necessary to carry out some of the checks, the ability to open the bonnet is not one of the competencies required. Instructors are expected to teach it, but should a candidate experience difficulty, it will be acceptable for the accompanying driver to assist in opening
Highway Code / safety questions (tractor, specialist vehicles and vocational tests only)
Expected outcome / competence
Candidates who have not taken a separate theory test, for example, to obtain a licence for a tractor or other specialist vehicle, will be asked questions on the Highway Code and other related motoring matters. Candidates taking a Passenger Carrying Vehicle (PCV) test should know the location of, and be able to operate, safety components such as a fire extinguisher, fuel cut-off switch, and emergency door.
Assessment criteria (example)
| Type of fault | Example |
|---|---|
| Driving fault | Of the 5 questions asked / 6 traffic signs shown, a proportion are incorrect |
| Serious fault | All questions and traffic signs are incorrect |
| Dangerous fault | Not a moving exercise, therefore not possible to satisfy this criteria |
Vehicle checks
Show me / Tell me
Expected outcome / competence
Display and demonstrate a basic knowledge and use of the fundamental controls and safety checks applicable to the vehicle. For example, safe fluid levels, lighting and tyre checks, and washing the windscreen
Assessment criteria (examples)
| Type of fault | Example |
|---|---|
| Driving fault | Category A and domestic categories: One driving fault for one or both questions answered incorrectly. Category B: Answering one ‘tell me’ question incorrectly and/or displaying a minor loss of vehicle control whilst demonstrating the on-road ‘show me’ question. Category C, D, and ADI: One driving fault for each question answered incorrectly. Category C+E and D+E: One driving fault for each question answered incorrectly. |
| Serious fault | Category A and domestic categories: not applicable. Category B: Displaying a serious loss of control whilst demonstrating the on-road ‘show me’ question. Category C, D, and ADI: All five questions answered incorrectly. Category C+E and D+E: Both questions answered incorrectly. |
| Dangerous fault | Category B: Displaying an actual dangerous loss of vehicle control whilst demonstrating the on-road ‘show me’ question requiring examiner action to prevent a collision. Not applicable to all categories other than category B. |
Reverse right
Control / observation
Expected outcome / competence
Demonstrate the ability to safely pull up on the right-hand side of the road and reverse 2 car lengths. Effective all-round observation throughout the manoeuvre is required, showing consideration to other road users.
Assessment criteria (example: observation)
| Type of fault | Example |
|---|---|
| Driving fault | A misjudgement of the speed and distance of an approaching vehicle when beginning to move over to the right-hand side of the road. The safety of other road users was not compromised. |
| Serious fault | A misjudgement of the speed and distance of an approaching vehicle, causing the driver to brake heavily to allow the candidate to proceed to the right-hand side of the road. |
| Dangerous fault | Any situation brought about by the above loss of control that resulted in actual danger to the examiner, candidate, the general public or property. |
Reverse park road / car park
Control / observation
Expected outcome / competence
Ability to control the vehicle accurately when parking on the road or into a parking bay. Effective all-round observation throughout the manoeuvre showing consideration to other road users.
Assessment criteria (example: control)
| Type of fault | Example |
|---|---|
| Driving fault | Re-positioning is required to correct a loss of control or accuracy. |
| Serious fault | Excessive re-positioning to correct a complete misjudgement and/or significant loss of control. Final parking position parking - outside the bay. |
| Dangerous fault | Any situation brought about by the above loss of control that resulted in actual danger to the examiner, candidate, the general public or property. |
Forward park
Control / observation
Expected outcome / competence
Ability to control the vehicle accurately when forward parking into a parking bay. Effective all-round observation and consideration to other road users and pedestrians.
Assessment criteria (example: control)
| Type of fault | Example |
|---|---|
| Driving fault | Finishing the exercise with one or two wheels on the parking bay line. |
| Serious fault | Finishing the exercise with one or two wheels fully in the bay adjacent to the intended bay. Demonstrating a unacceptably poor standard of control over speed and / or direction. |
| Dangerous fault | Loss of control resulting in the examiner taking action to prevent the candidate from hitting a vehicle in the adjacent bay. |
Reverse (vocational / tractor and specialist vehicle tests)
Control / observation
Expected outcome / competence
Ability to control the vehicle accurately whilst reversing to the left. Effective all-round observation throughout the manoeuvre showing consideration to other road users.
Assessment criteria (example: observation)
| Type of fault | Example |
|---|---|
| Driving fault (tractor and specialist vehicle tests only, not vocational tests) | Demonstrates understanding of rear observations, but is late when taking the required observation. |
| Serious fault | Essential observation missed when starting the manoeuvre, did not react to the presence of other road users. |
| Dangerous fault | Any situation brought about by the above lack of observation that resulted in actual danger to the examiner, candidate, the general public or property. |
Uncoupling / re-coupling (vocational +E tests only)
Expected outcome / competence
Demonstrate the skills necessary when uncoupling and recoupling the vehicle. Drive the towing vehicle to a designated position prior to recoupling safely.
Assessment criteria (example: Uncoupling/recouple)
| Type of fault | Example |
|---|---|
| Driving fault | When uncoupling, the landing gear handle was not stored and secured. |
| Serious fault | When recoupling, the landing gear handle was not stored and secured, resulting in a potential risk to other road users when the vehicle is mobile. |
| Dangerous fault | Any fault that results in serious damage to the vehicle, candidate or third party. |
Controlled stop
Promptness / control
Expected outcome / competence
Display a high level of skill in bringing the vehicle to a stop, safely, promptly and under full control avoiding locking the wheels. Remember, in wet weather it can take twice as long to stop safely.
Assessment criteria (example: control)
| Type of fault | Example |
|---|---|
| Driving fault | Locking the wheels, resulting in skidding for a short distance, but demonstrating effective skills in regaining control. |
| Serious fault | Very harsh braking, resulting in locking the wheels. Vehicle continues to skid out of control, with either ineffective or no attempt to regain control. |
| Dangerous fault | Any situation brought about by the above loss of control that resulted in actual danger to the examiner, candidate, the general public or property. |
Control
Including:
- accelerator
- clutch
- gears
- footbrake
- parking brake
- MC front brake
- steering balance MC
- LGV
- PCV
- PCV door exercise
Expected outcome / competence
This section covers, where appropriate, the safe and controlled use of accelerator, clutch, gears, footbrake, parking brake, and steering. Additional specific control elements apply to the drivers of different vehicle categories. The vehicle’s controls should be used as smoothly as possible, e.g.
Making proper use of:
- accelerator and clutch to make a smooth start - the clutch should be depressed before the vehicle stops
- the correct gear should be selected to match the road and traffic conditions
- the vehicle should not be allowed to coast by running on in neutral or with the clutch depressed
- the footbrake should be used smoothly and progressively
- full use of the parking brake should be used, to prevent the vehicle from rolling backwards or forwards
- the vehicle should be steered as smoothly as possible. Steering too early/late may cause the vehicle to hit the kerb or swing out towards another road user. When a motorcycle is being ridden slowly, a straight line should be maintained. The machine should not wobble towards other vehicles
Assessment criteria (example: gears)
| Type of fault | Example |
|---|---|
| Driving fault | Incorrect gear selection, resulting in a reduction in vehicle speed with no risk to following vehicles. |
| Serious fault | Incorrect gear selection, resulting in a sudden reduction in vehicle speed, causing following traffic to alter speed/or direction. |
| Dangerous fault | Any situation brought about by the above control faults that resulted in actual danger to the examiner, candidate, the general public or property. |
Precautions
Expected outcome / competence
Before the engine is started, the candidate should make sure that they are comfortably seated and all controls can be safely operated.
Assessment criteria (example)
| Type of fault | Example |
|---|---|
| Driving fault | After stalling at a road junction, handbrake applied but attempts to start the engine whilst in gear. |
| Serious fault | At a road junction, engine started whilst in gear, resulting in vehicle entering the new road with potential risk to other road users. |
| Dangerous fault | Any situation brought about by a lack of ability to recognise the need to operate or being unable to operate the controls, which directly affects other traffic or pedestrians and causes actual danger. |
Ancillary controls
Expected outcome / competence
Ability to understand the function of all the controls and switches, especially those that have a bearing on road safety. These include indicators, lights, windscreen wipers, demisters and heaters. Ability to find these controls and operate them correctly, when necessary, without looking down or causing a loss of control.
Assessment criteria (example)
| Type of fault | Example |
|---|---|
| Driving fault | Not completely familiar with the location and operation of controls, control of the vehicle was compromised but with no effect on road safety. |
| Serious fault | Unaware of location and operation of the controls resulting in a serious loss of vehicle control, road safety compromised. |
| Dangerous fault | Any situation brought about by the above fault that resulted in actual danger to the examiner, candidate, the general public or property. |
Move off
Safety / control
Expected outcome / competence
The ability to move off smoothly and safely, on a gradient and at an angle. Taking the correct precautionary observations.
Assessment criteria (example: safely)
| Type of fault | Example |
|---|---|
| Driving fault | Incorrect timing of the blind spot check when moving off with no risk to other road users. For e.g. checking the blind spot after the vehicle has moved off. |
| Serious fault | Moving off into the path of traffic or failing to take observation at all. |
| Dangerous fault | Any situation brought about by the above lack of observation that resulted in actual danger to the examiner, candidate, the general public or property. |
Use of mirrors – m/c rear observation
Expected outcome / competence
Full and effective use of all mirrors fitted to the vehicle. Mirrors must be checked carefully before signalling, changing direction or changing speed. Mirrors - Signal - Manoeuvre (MSM) routine should be displayed effectively.
Assessment criteria (example: change direction)
| Type of fault | Example |
|---|---|
| Driving fault | Late use of exterior mirror before changing direction. |
| Serious fault | Did not use the exterior mirror before a significant change in direction. |
| Dangerous fault | Any situation brought about by the above serious neglect of using the mirrors that resulted in actual danger to the examiner, candidate, and the general public or property. |
Signals
Necessary / correctly / timed
Expected outcome / competence
Signals should be given clearly to let other road users know the intended course to be taken. Signals shown in the Highway Code should only be used, if it would help other road users (including pedestrians). Signals should be given in good time and cancelled after the manoeuvre has been completed. Pedestrians should not be beckoned to cross the road.
Assessment criteria (example: signals necessary)
| Type of fault | Example |
|---|---|
| Driving fault | Signal applied but cancelled before the change in direction was complete. |
| Serious fault | Omitted an essential signal to inform other road users of a change in direction. |
| Dangerous fault | Any situation brought about by the above fault that resulted in actual danger to the examiner, candidate, the general public or property. |
Junctions (including roundabouts)
Including:
- approach speed
- observation
- turning right
- turning left
- cutting corners
Expected outcome / competence
Ability to judge the correct speed of approach so that the vehicle can enter a junction safely or stop if necessary. The vehicle should be positioned correctly, using the correct lane. When turning right, the vehicle should be positioned to the centre of the road as is safe. The vehicle should not cut the corner when turning right. When turning left, the vehicle should be over to the left to avoid swinging out. Watch out for cyclists and motorcyclists coming up on your left and pedestrians who are crossing. Effective observation must be given before moving into a junction and making sure it is safe before proceeding.
Assessment criteria (example: observation)
| Type of fault | Example |
|---|---|
| Driving fault | A misjudgement of the speed and distance of an approaching vehicle. Safety of other road users was not compromised. |
| Serious fault | Not taking effective observation before emerging at junctions, and emerging into the path of other vehicles. |
| Dangerous fault | Any situation brought about by the severe lack of effective observation that resulted in actual danger to the examiner, candidate, the general public or property. |
Judgement
Including:
- overtaking
- meeting
- crossing
Expected outcome / competence
Overtaking should only be carried out when it is safe to do so. A sufficient safety margin should be left when other vehicles are being overtaken. Cyclists and motorcyclists need as much space as other vehicles; they can wobble or swerve suddenly. Do not cut in too quickly after overtaking. Care should be taken when the width of the road is restricted or when the road narrows. If there is an obstruction on your side or not enough room for two vehicles to pass safely, the vehicle should be prepared to wait and let the approaching vehicles through. When turning right, other vehicles should not have to stop, slow down or swerve to allow the vehicle to complete its turn.
Assessment criteria (example: meeting)
| Type of fault | Example |
|---|---|
| Driving fault | Late reaction when meeting approaching vehicles. |
| Serious fault | Placing other drivers at risk by driving forward when they should have clearly given way. |
| Dangerous fault | Any situation brought about by the inability to meet approaching traffic that resulted in actual danger to the examiner, candidate, and the general public or property. |
Positioning
Normal driving / lane discipline
Expected outcome / competence
The vehicle should be positioned correctly for the intended route. Where lanes are marked, the vehicle should be positioned to the middle of the lane. Straddling lane markings should be avoided. Do not change lanes unnecessarily.
Assessment criteria - (example: normal driving)
| Type of fault | Example |
|---|---|
| Driving fault | Positioning errors when driving too close to the kerb. |
| Serious fault | Persistently driving too close to the kerb, placing pedestrians at risk. |
| Dangerous fault | Any situation brought about by driving dangerously close to the kerb that resulted in actual danger to the examiner, candidate, and the general public or property. |
Pedestrian crossings
Expected outcome / competence
The ability to recognise the different types of pedestrian crossings and show courtesy and consideration towards pedestrians. At all crossings, the vehicle should slow down and stop if there is anyone on the crossing. At zebra crossings, the vehicle should slow down and be prepared to stop if there is anyone waiting to cross. Ability to give way to any pedestrians on a pelican crossing when the amber lights are flashing. Ability to give way to cyclists as well as pedestrians on a toucan crossing and act correctly at puffin crossings.
Assessment criteria (example)
| Type of fault | Example |
|---|---|
| Driving fault | Late to react to flashing amber at a ‘pelican’ crossing. |
| Serious fault | Failing to give way to pedestrians who had started to cross at a ‘pelican’ crossing. |
| Dangerous fault | Any situation brought about by the above fault that resulted in actual danger to the examiner, candidate, the general public or property. |
Position/normal stops
Expected outcome / competence
The ability to choose a safe, legal and convenient place to stop, close to the edge of the kerb, where the vehicle will not obstruct the road and create a hazard. Display an understanding of how and where to stop without causing danger to other road users.
Assessment criteria (example)
| Type of fault | Example |
|---|---|
| Driving fault | Stopped, partially blocking a driveway with no inconvenience to other road users. |
| Serious fault | Stopped, completely blocking a driveway inconveniencing vehicle attempting to pull out. |
| Dangerous fault | Any situation brought about by the above fault that resulted in actual danger to the examiner, candidate, the general public or property. |
Awareness / planning
Expected outcome / competence
Display an awareness and consideration for other road users at all times. Ability to think and plan ahead, judging what other road users are going to do, predicting how their actions will affect the vehicle, and react in good time. Ability to consider the actions of the more vulnerable groups of road users such as pedestrians, cyclists, motorcyclists and horse riders. Anticipating road and traffic conditions, acting in good time, rather than reacting to them at the last moment.
Assessment criteria (example)
| Type of fault | Example |
|---|---|
| Driving fault | Late reaction to what other road users are doing. |
| Serious fault | Last minute and sudden reaction to other road users compromising their safety. |
| Dangerous fault | Any situation brought about by the above fault that resulted in actual danger to the examiner, candidate, and the general public or property. |
Clearance – obstructions
Expected outcome / competence
Plenty of room should be allowed when passing stationary vehicles and obstructions. Ability to display the readiness to be prepared to slow down or stop, as a door may open, a child may run out, or a vehicle may pull out without warning.
Assessment criteria (example)
| Type of fault | Example |
|---|---|
| Driving fault | Too close to a stationary vehicle when road conditions allowed the correct clearance. |
| Serious fault | Narrowly avoided a collision with a stationary vehicle when road conditions enabled the correct and safe course to be taken. |
| Dangerous fault | Any situation brought about by the above fault, due to passing dangerously close to, or striking a stationary vehicle, that resulted in actual danger to the examiner, candidate, the general public, or property. |
Following distance
Expected outcome / competence
The vehicle must always be a safe distance between yourself and other vehicles. On wet or slippery roads, it takes much longer to stop. When the vehicle has stopped in traffic queues, sufficient space should be left to pull out if the vehicle in front has problems.
Assessment criteria (example)
| Type of fault | Example |
|---|---|
| Driving fault | Did not maintain the full separation distance required. |
| Serious fault | Drove too close to the vehicle ahead, where the separation distance left little margin for error. |
| Dangerous fault | Any situation brought about by dangerously driving too close to the car in front that resulted in actual danger to the examiner, candidate, and the general public or property. Action (ETA) should be taken as necessary to increase separation distance and so avoid the possibility of a collision. |
Use of speed
Expected outcome / competence
Safe and reasonable progress should be made along the road, bearing in mind the road, traffic and weather conditions, road signs, and speed limits. The vehicle should be able to stop safely, well within the distance you can see to be clear.
Assessment criteria (example)
| Type of fault | Example |
|---|---|
| Driving fault | Drove too fast for the prevailing road and/or traffic conditions for a short period. |
| Serious fault | Going too fast for the prevailing road and/or traffic conditions, exceeding speed limits. |
| Dangerous fault | Any situation brought about by driving far too fast that resulted in actual danger to the examiner, candidate, and the general public or property. Action (ETA) may be required to avoid a legal requirement being breached. Discretion must obviously be exercised in the degree to be considered acceptable, and the tolerance threshold over any speed limit must be quite small. |
Progress
Appropriate speed and undue hesitation
Expected outcome / competence
Candidates should drive at a safe and appropriate speed for the prevailing road and traffic conditions. Speed limits are not target speeds, and there will be occasions where candidates need to reduce their speed to deal safely with situations such as narrow residential streets or busy high streets; this should not be considered as a fault.
Assessment criteria (example: undue hesitation)
| Type of fault | Example |
|---|---|
| Driving fault | Lack of judgement, not proceeding when it is safe and correct to do so. |
| Serious fault | Stopping and waiting when it is safe and reasonable to proceed. |
| Dangerous fault | It is unlikely that undue hesitancy could become dangerous in itself unless it was felt that this created situations that encouraged other road users to put themselves at risk. |
Response to signs and signals
Traffic signs / road markings / traffic lights / traffic controllers / other road users
Expected outcome / competence
Ability to understand and be able to react to all traffic signs and road markings. Acting correctly at traffic lights, checking that the road is clear before proceeding when the green light shows. All signals should be obeyed given by police officers, traffic wardens, and school crossing patrols. Display the awareness to be able to react to signals given by other road users, including people in charge of animals, and be ready to act accordingly.
Assessment criteria (example: traffic lights)
| Type of fault | Example |
|---|---|
| Driving fault | Late reaction to an amber traffic light, with no effect on safety. |
| Serious fault | Failing to comply correctly and promptly with an appropriate traffic light or breaching a legal requirement. |
| Dangerous fault | Any situation brought about by the above breach of a legal requirement that resulted in actual danger to the examiner, candidate, the general public, or property. Action (ETA) may be required to avoid a legal requirement being breached. |