Enhancing higher-order skills education and assessment in a graduated motorcycle licensing system
Senserrick, Teresa, McRae, Duncan, Wallace, Philip, de Rome, Liz, Rees, Paul and Williamson, Ann 2017, Enhancing higher-order skills education and assessment in a graduated motorcycle licensing system, Safety, vol. 3, no. 2, pp. 1-17, doi: 10.3390/safety3020014.
Prior to 2016, motorcycle licensing in Victoria, Australia, required off-road (range) skillstesting only, focusing on vehicle-handling skills. The objective of this research was to developan education and assessment curriculum commensurate with best practice that included on-roadcomponents and increased focus on awareness, judgment, and decision-making skills. No singlebest-practice curriculum was identified in the published literature. Therefore, to guide developmentof a new curriculum, a best-practice novice driver education framework, Goals for Driver Education,was adapted into the Goals for Rider Education framework. Applying Training Needs Analysis,the target population of learner motorcyclists was identified as largely male and aged under30 years, with the target crash problem including a high proportion of single-vehicle loss-of-controlcrashes. Tailored content was developed based on exemplary Australian and international curricula,behaviour change theory, and adult learning principles; including transitioning from training tocoaching and from testing to competency-based assessment. The result is Victoria’s new MotorcycleGraduated Licensing System (M-GLS) education and assessment curriculum, comprising three stages:pre-learner (Motorcycle Permit Assessment), learner (Check Ride), and pre-licence (MotorcycleLicence Assessment). Subject to potential refinements and on-going evaluation, this work lays thefoundation for establishing a best-practice approach to novice motorcyclist education for licensure.
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