derome-enhancinghigher-2017.pdf (648.23 kB)
Enhancing higher-order skills education and assessment in a graduated motorcycle licensing system
journal contribution
posted on 2017-06-01, 00:00 authored by T Senserrick, D McRae, P Wallace, Liz de Rome, P Rees, A WilliamsonPrior to 2016, motorcycle licensing in Victoria, Australia, required off-road (range) skills
testing only, focusing on vehicle-handling skills. The objective of this research was to develop
an education and assessment curriculum commensurate with best practice that included on-road
components and increased focus on awareness, judgment, and decision-making skills. No single
best-practice curriculum was identified in the published literature. Therefore, to guide development
of 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 under
30 years, with the target crash problem including a high proportion of single-vehicle loss-of-control
crashes. Tailored content was developed based on exemplary Australian and international curricula,
behaviour change theory, and adult learning principles; including transitioning from training to
coaching and from testing to competency-based assessment. The result is Victoria’s new Motorcycle
Graduated Licensing System (M-GLS) education and assessment curriculum, comprising three stages:
pre-learner (Motorcycle Permit Assessment), learner (Check Ride), and pre-licence (Motorcycle
Licence Assessment). Subject to potential refinements and on-going evaluation, this work lays the
foundation for establishing a best-practice approach to novice motorcyclist education for licensure.
testing only, focusing on vehicle-handling skills. The objective of this research was to develop
an education and assessment curriculum commensurate with best practice that included on-road
components and increased focus on awareness, judgment, and decision-making skills. No single
best-practice curriculum was identified in the published literature. Therefore, to guide development
of 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 under
30 years, with the target crash problem including a high proportion of single-vehicle loss-of-control
crashes. Tailored content was developed based on exemplary Australian and international curricula,
behaviour change theory, and adult learning principles; including transitioning from training to
coaching and from testing to competency-based assessment. The result is Victoria’s new Motorcycle
Graduated Licensing System (M-GLS) education and assessment curriculum, comprising three stages:
pre-learner (Motorcycle Permit Assessment), learner (Check Ride), and pre-licence (Motorcycle
Licence Assessment). Subject to potential refinements and on-going evaluation, this work lays the
foundation for establishing a best-practice approach to novice motorcyclist education for licensure.
