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Lesson 4 – Scaling

Scaling is a technique that:

  • Encourages self-analysis
  • Can be used to measure progress
  • Gives insight to how the trainee feels about their driving
  • Useful for setting goals
  • Promotes responsibility
  • Can be used to determine how to improve
  • Can be used for building confidence (e.g. a trainee rates themselves too harshly)

You won’t always need to use scaling, like all interventions it can become repetitive if it is overused. 

There are a number of different scales that can be used:

  • 1 to 10
  • 1 to 5
  • Star ratings
  • Colours - red is a bright colour whereas grey is a dull colour
  • Thumb position - up, down and in between
  • Emojis - sad face to a happy face

Scaling gives the trainer a chance to give feedback in relation to the client’s assessment of their own performance. When asking a scaling question the parameters need to be set for example, using a scale of 1 to 10, where 1 is your first lesson and 10 is you being able to negotiate a roundabout without any help, how would you rate your performance at roundabouts?

Scaling can be used at the beginning, middle and end of a lesson and is a simple tool to use to gauge the pupil in terms of:

  • Their performance - did they achieve the goal?
  • How much help did they need from you?
  • Finding out how the pupil feels about their own performance

A good way to use scaling is to break a task down into three components as the overall performance could be fine, but there was an area that needed improvement. You could use the method of breaking it down to:

C =

O =

P =

Control

Observations 

Position

If there were an issue with any of these aspects, it helps to be able to further pinpoint where any areas for further development are and so you can categorise issues into these main areas. 

For example – You and your pupil are working on pulling up on the right hand side of the road, reversing back and moving off. 

Overall, the pupil is getting quite good at this exercise and on that basis, they could be rated on a scale for that, but what needs further development is their observation as they are not checking their left blindspot properly and sometimes, not at all, but they are able to carry out the manoeuvre well now. This is where breaking the scaling down further into COP for example, can help to be more precise with identifying development areas. 

Another point to make is that if the trainer were to say ‘on a scale of 1-10, where 10 is excellent and 1 is very poor, where would you rate yourself on that last pull up on the right, reverse and move off?’ 

The pupil could reply ‘a 9 or 10 because I can do it really well now’.

In this instance the trainer may have an issue as the pupil thinks they are better than they actually are. The trainer’s job now is to get the pupil to be more realistic and see why they are not a 9 or a 10.

One option is for the trainer to simply tell the pupil that they need to improve their observations further, and so the trainer could continue prompting them when they carry out the exercise, but this has little effect on their learning and doesn’t allow the pupil to move from prompted to independent in the most effective way. 

The better option would be to drill down to the observation issue with the pupil by asking them questions about this specifically and allowing the pupil to think and reflect on their own performance. 

The trainer could ask the pupil how they felt the exercise went overall, and ask them to grade themselves on the scale (whilst highlighting what a 1 and a 10 mean). 

We know the pupil is likely to say ‘a 9 or 10’ but the issue is more with the question the pupil is being asked, as it is not specific enough. The trainer knows the issue is the left blindspot check and so a better question for the pupil would be, ‘on the 1-10 scale as before, where would you grade your observations when moving off?’

The pupil is able to reflect on this and the fact that the trainer has to prompt them mostly before they move away. If the pupil cannot see this straight away the trainer could guide them with more questions, ’would you say you can do this every time without me prompting you?’ This should allow the pupil to grade themselves for this area alone, and the pupil should grade themselves lower. 

The trainer can ask the pupil to grade themselves as well for control and position to find out if there are any further development opportunities there. 

This is a useful discussion to have with the pupil to allow them to realise that there are still areas to improve upon and gives the pupil a more realistic view of their performance, allowing the trainer to guide the pupil with improving them. 

This can also work the other way around with a pupil that can’t see the good in what they are doing and puts their performance down. The trainer can use the same approach to drill down to the area(s) that the pupil sees as an issue, but where they are actually performing well. 

In these cases, the trainer needs to help the pupil to see a more realistic view of their performance by asking them what they did well. The issue could be coming from a confidence point of view and so the trainer needs to show the pupil evidence as to why they are performing better than they think they are. Use the drilling down technique (COP) to discuss what they are doing well and why.

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Terms and Conditions

This course includes our COVID-19 Guarantee. If the course has to be cancelled due to COVID-19 we’ll transfer your place or issue a refund where necessary. 

If you cancel within seven days of booking we will refund the cost of the course. However, we cannot issue any refunds if you want to cancel anytime after this. We may need to cancel or postpone courses occasionally due to reasons beyond our control. The course date will go ahead even if there is just one attendee. If you plan to book overnight accommodation as part of this course, do ensure you book a refundable option in case the course date had to be changed, postponed or cancelled. The DIA is not responsible for any costs you may incur.

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Terms and Conditions

By purchasing this product you agree that you have read and understood the requirements of the test that you are applying for.

Refund policy: Once a booking has been confirmed with a trainer directly for either a one-to-one standards check or mock test session you will need to give seven days notice to cancel, otherwise the fee will be lost and a new booking and payment will be required.

NOTE: For all training sessions and mock tests you and your trainer must wear a suitable face covering. Your trainer cannot provide one for you, trainers are only responsible for their own face covering and PPE protection. If a suitable face covering is not in place, your session will be cancelled and the fee will be lost. If you have a medical exception to wearing a face covering, this must be provided as proof of exemption to your Diamond trainer. You must demonstrate that your car has been cleaned, using anti-viral wipes to clean passenger handles inside and outside, the dashboard and any other touch points for the trainer. If your vehicle is not fit for purpose your session will be cancelled and the fee will be lost.

Candidates should not attend a training session or mock test if they are feeling unwell, particularly if they identify core symptoms associated with COVID-19 (such as a persistent cough or fever). We ask candidates to notify the DIA of any possible exposure to, or diagnosis of, coronavirus as soon as possible. If you are unable to take a test due to a COVID-19 diagnosis or possible symptoms, your session will be postponed without losing your fee and you will not be permitted to rearrange your standards check session or mock test within the next 14 days following the cancellation.

Once you have paid for your standards check session and/or mock test,  your details will be forwarded to your nominated Diamond trainer local to you, who will be in touch with you within 48 hours (Monday-Friday) with a view to booking you in at a mutually convenient location, date and time. Some flexibility will be required in terms of location, taking into account trainer availability at regional level and where restrictions with COVID-19 may be taking place. Your Diamond trainer will make arrangements to meet via text, email or telephone. We do not have specific meeting locations and your Diamond trainer will discuss any other queries with you once your booking has been made online.

You will need to use your own vehicle for the standards check session and mock test, which is suitable for training and allows for your Diamond trainer to role play a suitable candidate, with the relevant insurance in place to allow for this. All Diamond trainers are qualified ADIs with a Diamond examiner qualification in place. You will need to show relevant insurance cover to your Diamond trainer, either before or on the day of your agreed booking date and time. The vehicle you supply must be both roadworthy and legal for the purposes of the standards check session and mock test and your session will be cancelled if you do not present a suitable car with the relevant insurance. If you are more than 15 minutes late to your standards check or mock test session you will lose your booking and the fee will need to be paid again.

You will be asked to read a number plate at the required distance, full details can be found at www.gov.uk/driving-eyesight-rules. Your standards check or mock test session will be cancelled if you cannot reach these requirements. You will need a current and valid driving licence which will be checked by your trainer should you need to drive as part of your standards check or mock test.

Online classes

To attend the Zoom sessions you will need a PC, laptop or tablet that can run Zoom and must also have a camera and microphone so you are able to participate fully in the sessions. You are responsible for ensuring you can access and navigate zoom and that you have a strong enough internet connection. If you cannot join the session due to technical difficulties, we cannot guarantee that you will be moved to another session. Session dates are subject to change.

During this course you will be placed into small ‘live’ discussion groups and will need to converse. Please be aware of how to mute and unmute your microphone for the general discussions that will also be taking place.

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