Take the L plates off
Apologies if you were expecting a piece about stag/bucks or hen parties but this is more about learning to drive and how other forms of assessment in many areas of education, follow the same or similar format. Let’s start by having a look at learning to drive and the concept of the ‘driving test’.
Learning to drive around the world
A driving test, the process for qualifying to be a driver varies around the world. The differences are influenced by each country's traffic laws, road conditions, cultural attitudes toward driving and infrastructure. Here's a breakdown of how they differ:
1. Structure
Written Test - Most countries require a written or theoretical test to assess knowledge of road rules but the content and format vary. Some countries use multiple-choice questions, while others may include interactive hazard perception tests.
Practical Test - The practical component differs in complexity and length.
Exceptions - Some countries, like Japan, include driving on closed courses before allowing learners on public roads.
2. Age Requirements
The minimum age for obtaining a driving license ranges from 14 to 18 or older in some countries.
3. Learning Period and Supervision
In Australia and New Zealand, learners often complete a supervised driving log with a set number of hours before taking the test.
In Sweden, learners must complete a risk awareness course before qualifying for the test.
4. License Categories
Countries like France and Italy distinguish between types of vehicles and require different licenses (e.g., for motorcycles, cars, trucks) with specific training and tests for each.
5. Additional Requirements
Some countries include additional training, such as:
Defensive driving courses (eg Finland).
Drug and alcohol awareness programs (eg Brazil).
Others require medical exams to assess fitness to drive (eg Singapore).
7. Driving Culture and Enforcement
In countries like USA, driver education is often provided in schools while in India, many people learn from family members or informal schools.
8. Renewals and Retesting
In some countries, licenses are valid for life, while others require periodic renewals and sometimes retesting.
I have provided this overview to highlight the fact that there are differences but to lead you to respond as the Thais would, “same same but different”. The basic premise of obtaining a driver's license is fundamentally the same worldwide.
The standardised model for driving
Driving tests worldwide have long adhered to a standardised model in that they assess theoretical knowledge, provide supervised practice and evaluate practical skills. This three pronged approach ensures that new drivers:
Possess the necessary competencies to navigate roads safely.
Comply to a standard of road safety, awareness, experience deemed necessary by the country in which they are driving.
Have the exposure and chance to develop core skills deemed necessary by the country in which they are driving.
Parallels to education
It could be argued that globally, educational systems have mirrored this methodology, emphasising theoretical instruction, guided practice, and standardised testing to gauge student proficiency.
The Traditional Paradigm:
Theoretical Instruction - In driving, this involves learning traffic laws and road signs. In education, it encompasses the foundational knowledge of a subject.
Supervised Practice - In driving, learners practice under supervision to build confidence and competence. In education, students engage in guided exercises, assignments or practice tests.
Practical Evaluation - In driving, tests assess the ability to apply knowledge and skills developed in real-world scenarios. In education, exams and assessments evaluate a student's application of learned concepts and the skills they have developed.
Critique of this approach in education
While having such a standardised framework has been effective in producing competent drivers, it is not without its limitations.
Critique of the Conventional Model:
Standardisation Over Individualisation: Driving tests are intent on prioritising uniformity, ensuring safety and the minimum standards are there for people venturing on to the road with the potential to injure or kill. While there are areas of education that could be said to present the same risks, it is hardly the norm. I am not sure many people have been killed by water colours, stop motion animation, a periodic table or a Shakespeare sonnet. A focus and determination to have standards, comparisons, to have students in situations where what we see they have achieved is comparable to something or someone else, potentially overlooks individualism, creativity and unique competencies. It threatens the worth of learning for many students or at the very least, creates a culture of “just tell me what grade I got”.
Limited Scope of Evaluation: The sort of standardised approach and traditional assessment methods seen in driving are highly unlikely to capture the likes of critical thinking, creativity, resilience or adaptability. They are limited in scope and focus on what has to be known and proven on a simplistic level. While it is important to be able to be secure in assessment, to be able to confidently judge that a student has shown they can do something, explain something, are showing qualities, skills, values, etc, in a certain way, fully, partially, etc, pass or fail judgements do not provide for this.
Reactive Learning: Learning to drive is very much a focus on passing the test. I dont think there are many learner drivers excited by the process, relishing their lessons and what knowledge/skills they are developind. Let’s face it…they just want to be able to drive. Thus, this shows that such an approach in assessment can lead to surface level learning, where individuals aim to meet minimum standards rather than striving for mastery or innovation, to go beyond passing ie it also supports culture of “just tell me what grade I got”. Or in this case, “Have I done enough to pass?”
The Imperative for Evolution
Throwing Generative AI into the mix, the methodologies for assessment in education must also evolve.
Embracing Generative AI in Assessments: AI changes the dynamic for many approaches to assessment as well as influencing learning.
Beyond Standardised Testing: Incorporating project-based assessments, collaborative problem-solving tasks and real-world simulations can provide a more comprehensive evaluation of an individual's capabilities allowing for greater expression of that person and where they want to push/express themselves.
Fostering Lifelong Learning: Encouraging a growth mindset, the continuous pursuit of knowledge and creative expression are essential. We have to do our utmost at this critical juncture in our education systems to foster practices that move as far from possible from a focus on standardised models, pass/fail mentalities and limited opportunities.
Conclusion
The parallels between driving tests and assessment practices in education highlight issues in our values and approaches in education. The world for students has changed dramatically since November 2022 and arguably had already done so prior to that. Hence, so too must our approaches to assessment, to evaluating learners and to learning. By integrating Generative AI and embracing more holistic assessment methods, we can radically change how education is valued and the approaches of students who are part of the systems we create.
