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Other______________________________________________________________________ University Microfilms International DEVELOPMENT OF A PROTOTYPE COMPETENCY-BASED ROAD TEST FOR MICHIGAN SCHOOL BUS DRIVERS By Aubrey Oakley Bradshaw, III A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum 1981 ABSTRACT DEVELOPMENT OF A PROTOTYPE COMPETENCY-BASED ROAD TEST FOR MICHIGAN SCHOOL BUS DRIVERS By Aubrey Oakley Bradshaw, III The study had two purposes. The first was to determine the driving task requirements necessary for successful school bus operation. The second was to develop a prototype competency-based road test instrument for beginning school bus operation. To date, road tests for school bus driver certification had been developed by Department of Education approved examiners who had little training in test route development. It was determined that a prototype school bus road test could be developed based upon the procedures used in developing the Michigan Road Test (MRT) for driver licens­ ing. The Michigan Road Test was based upon earlier Driver Performance Measurement (DPM) research conducted by the Michigan State University Highway Traffic Safety Center. Each of the procedural steps is listed below. 1. Determine school bus driver task requirements. 2. Sample traffic environments. 3. Select candidate segments. Aubrey Oakley Bradshaw, III 4. Identify driving tasks and behaviors. 5. Identify fixed and potential hazards. 6. Combine test segments into a route. 7. Develop criteria for measuring driver performance. 8. Prepare standardized directions. 9. Prepare rating form. 10. Pilot test. The prototype school bus road test contained six test sequences and seventeen test segments within which the bus driver’s performance was scored by a trained evaluator. The route took approximately thirty minutes to traverse and was about fifteen miles long. Scoring of bus driver performance was rated either "satisfactory” or "unsatisfactory” within each test segment. Then, the elements of search, speed control and direction control were scored within each test segment. Scoring of bus driver performance took place only within the test sequences. Time and distance between test sequences was used for recording performance and giving directions to the next portion of the route. The scoring was done on a rating form which was modeled after those used in the MRT and DPM projects. The study was not validated, but since the procedure followed closely the procedure used to develop the MRT, which was validated, then it could be expected that the validity would be equally high. If proven valid, the following recommendations would be made: Aubrey Oakley Bradshaw, III 1. The prototype school bus road test should be used only by persons trained by a qualified instructor. 2. The prototype school bus road test should be seriously considered when revising the current school bus road test. 3. Consideration should be given to developing road test routes based on the prototype school bus road test and use them throughout Michigan. 4. The school bus instructional agency representa­ tives should be trained as examiners and instructors in road test route development based on this procedure. The agency representatives would then develop road test routes in their respective regions of the state. 5. Current and new Department of Education approved examiners should be trained by the school bus instructional agency representatives to use the newly developed road tests and test procedures. ACKNOWLEDGMENTS The completion of this study would not have been possible without the support and encouragement of a number of people. The author would like to dedicate this study to his parents. They provided love and support through some difficult periods during the course of this study. The author would like to thank the members of his doctoral guidance committee: Dr. Donald L. Smith, Dr. Robert E. Gustafson, Dr. Joseph Dzenowagis, Dr. Norman T. Bell, and Mr, Frederick E. Vanosdall. A special thanks to Gus and Fred for their additional advice and support during the course of this study. The author would also like to acknowledge Dr. Alfred S. King, Dr. John E. Schlick, and Mr. Odell Welborn for providing guidance early in his career. / ii TABLE OF CONTENTS Page LIST OF T A B L E S ........................................ v LIST OF FIGURES........................................ vi Chapter I. II. INTRODUCTION................................. 1 The P r o b l e m ................................. Statement of the Problem.................. Purpose of the Study...................... Importance of the S t u d y .................. Scope of the Study........................ Limitations of the Study.................. Generalizability of the Study ............... Definition of Terms ........................... Methods of Procedure........................ Organization of Remaining Chapters......... 6 6 7 7 8 8 12 15 REVIEW OF RELATED LITERATURE................ 16 9 9 Driver Performance Measurement.............. 16 Research Using DPM Principles and Procedures. . Michigan Road Test Evaluation Study Michigan Driver Education Evaluation Project. School Bus Road Testing in Other States . . . . S u m m a r y ..................................... 28 III. METHODS OF PROCEDURE........................ 30 Route D e v e l o p m e n t .......................... 30 Contact with Michigan Department of Education Determine School Bus Driver Task Requirements Sample Traffic Environments ................. Select Candidate Segments ................... Identify Driving Tasks and Behaviors..... 36 Identify Fixed and Potential Hazards..... 37 Combine Test Segments into a Route....... 38 Develop Criteria for Measuring Driver P e r f o r m a n c e ............................ 40 Prepare Standardized Directions ............ iii 21 21 25 27 30 31 33 33 42 Page Prepare Rating Form........................... Scoring Driver Performance ..................... Pilot T e s t ...................................... Summary.......................................... IV. TEST R O U T E ...................................... 42 43 44 45 46 Test S e q u e n c e s ............ 46 Test Sequence 1 .............................. 46 Test Sequence.. 2 .............................. 50 Test Sequence..3 .............................. 50 Test Sequence..4 .............................. 51 Test Sequence 5 .............................. 51 Test Sequence..6 ........... 54 54 Driving Task Requirements....................... Fixed Hazards.................................... 54 Potential Hazards............................... 71 Test Route .................................... 71 Satisfactory Observable DrivingBehaviors. . . . 85 Standardized Directions......................... 92 Rating Form...................................... 92 Summary............................................ 113 V. SUMMARY AND RECOMMENDATIONS........................ 114 Summary of the S t u d y .............................. 114 Recommendations.................................... 115 Recommendation for Further Study ............... 117 D i s c u s s i o n .................. 117 A P P E N D I C E S ...............................................120 A. Michigan Department of Education Record of Road Test........................................ 120 B . Observed School Bus Driving Task Requirements. . 122 C. 129 Driver Performance Measurement Rating Form . . . D. Michigan Road Test Rating F o r m ....................135 BIBLIOGRAPHY .......................................... 139 LIST OF TABLES Table 1. Page Maneuvers Included in the Road Test for School Bus................................. v 29 LIST OF FIGURES Figure Page 1. Test Sequence 1 ............................... 47 2. Test Sequence 2 ............................... 48 3. Test Sequence 3 ............................... 49 4. Test Sequence 4 ............................... 52 5. Test Sequence 5 ............................... 53 6. Test Sequence 6 ............................... 55 7. Driving Task Requirements— Test Sequence 1 . . 56 8. Driving Task Requirements--Test Sequence 2 . . 57 9. Driving Task Requirements— Test Sequence 3 . . 58 10. Driving Task Requirements--Test Sequence 4 . . 59 11. Driving Task Requirements--Test Sequence 5 . . 60 12. Driving Task Requirements--Test Sequence 6 . . 61 13. Summary of Driving Task Requirements ........ 62 14. Fixed Hazards— Test Sequence1 ............... 65 15. Fixed Hazards--Test Sequence2 ............... 66 16. Fixed Hazards--Test Sequence3 ............... 67 17. Fixed Hazards--Test Sequence4 ............... 68 18. Fixed Hazards— Test Sequence5 . ........... 69 19. Fixed Hazards--Test Sequence6 ............... 70 20. Summary of Fixed H a z a r d s ..................... 72 21. Potential Hazards--Test Sequence 1 .......... 75 vi Figure Page 22. Potential Hazards— Test Sequence 2 ............. 76 23. Potential Hazards--Test Sequence 3 ............. 77 24. Potential Hazards— Test Sequence 4 ............. 78 25. Potential Hazards— Test Sequence 5 ............. 79 26. Potential Hazards— Test Sequence 6 ............. 80 27. Summary of Potential Hazards................... 81 28. Test Route M a p .................................. 84 29. Satisfactory Observable Driving Behaviors-Test Sequence 1 ............................. 86 Satisfactory Observable Driving Behaviors-Test Sequence 2 ............................. 87 Satisfactory Observable Driving Behaviors-Test Sequence 3 ............................. 88 Satisfactory Observable Driving Behaviors— Test Sequence 4 ............................. 89 Satisfactory Observable Driving Behaviors-Test Sequence 5 ............................. 90 Satisfactory Observable Driving Behaviors-Test Sequence 6 ............................. 91 Summary of Satisfactory Observable Driving B e h a v i o r s .................................... 93 36. Standardized Directions--Test Sequence 1. . . . 99 37. Standardized Directions--Test Sequence 2. . . . 100 38. Standardized Directions--Test Sequence 3. . . . 101 39. Standardized Directions--Test Sequence 4. . . . 102 40. Standardized Directions--Test Sequence 5. . . . 103 41. Standardized Directions--Test Sequence 6. . . . 104 42. Standardized Directions ........................ 43. Rating F o r m ....................................... 107 30. 31. 32. 33. 34. 35. vii 105 CHAPTER I INTRODUCTION Section 257.305a of the Michigan Vehicle Code requires that: A driver of a public or nonpublic school bus shall have in his possession a certificate stating that he has been enrolled in or has completed a course in school bus safety education conducted during or not more than two years prior to the school year in which he drives a school b u s . The course shall be approved by the superintendent of public instruction and shall be provided by an inter, mediate school district or a state university. . . . In Michigan, there were seven agencies (Eastern Michigan University, Western Michigan University, Central Michigan University, Northern Michigan University, Macomb Intermediate School District, Washtenaw Intermediate School District, and Oakland Schools) that offered a course in school bus driver safety education. Because there was no school bus driver safety education curriculum mandated by the Michigan Department of Education (DOE), the seven agencies developed their own programs. These programs were approved by the Superintendent of Public Instruction through the Department of Education Transportation Services Section to comply with the requirements of the law. ^"Michigan, Michigan Vehicle Code, Sec. 257.305a (1977). 1 2 The DOE recommended that all drivers of school buses, including substitutes, complete a course in safety education each year. The DOE established a minimum time requirement which was to be enforced. This required that beginning school bus drivers receive at least 12 hours of instruction in one of the DOE-approved courses. However, it was not required that a beginning bus driver complete the course of instruction prior to driving a school b u s . The Michigan Pupil Transportation Handbook stipulated that: all new drivers or drivers without valid Certifi­ cates of Completion must have Certificates of Enrollment before they drive. Drivers who have in their possession a Certificate of Completion dated in the fiscal year immediately preceding, may update their certificate one year by com­ pleting at least a six-hour sequence of instruction established by the Michigan School Bus Driver Safety Education Program serving him.2 Five of the seven agencies adhered to the 12-hour minimum course requirement. Eastern Michigan University and Western Michigan University offered a 16-hour program. These programs were predominantly classroom offerings with little actual school bus operation involved. The Michigan Pupil Transportation Handbook listed the objectives of the School Bus Driver Education Program as follows: A. o To educate the school bus driver in such matters as will encourage and lead him to: Michigan Department of Education., Lansing, Michig *’ "" :ansportation Handbook. Bulletin. .No. 431 (Lansing: 3 1. drive a vehicle efficiently, safely and economically. 2. secure maximum safety for children entering the b u s , on the b u s , and leaving the b u s , and for other vehicles and pedestrians. 3. maintain healthful conditions on the bus. 4. accomplish his function as a responsible adult in charge of children. 5. secure harmonious relationships with children and among children. 6. secure development of social responsibility among children. 7. demonstrate to children good driving practices. 8. obey laws, ordinances and school board directives, and conform to statewide practice. 9. secure harmonious relationships with parents, school staff, and the general public. 10. adhere to a code of professional behavior which would be reflected in achievement of: a. neat appearance on duty. b. refraining from use of tobacco or alcoholic beverage while on duty. c. use of socially acceptable language. d. at no time be under the influence liquor or drugs. e. a professional improvement program through education. of 11. be able to provide emergency drills and to give emergency first aid when it is needed. 12. to report to appropriate associates and supervisors such matters as these persons may require to be reported in the accomplishment of their duties. 4 B. To provide the school bus driver with an opportunity to improve, evaluate and reinforce his own learning through discussion with his fellows and with the instructor various driving problems and the means to be used in solving the problems.3 Qualifications for school bus drivers, according to Section 257.316a of the Michigan Vehicle Code, were: A. the driver shall be in good physical and mental health. . . . B. the driver shall submit to an annual physical examination by a reputable physician. . . . C. the driver shall D. a record and physician's certificate shall be maintained on each driver by the local superintendent. . . .^ be of good moral character. . . . Training in school bus operation was the responsi­ bility of the local school district and was usually performed at the local level. Two agencies, Eastern Michi­ gan University and Western Michigan University, offered an optional 40-hour program in school bus operation. Local school districts had the option of contracting for this service but were not mandated to do so. Depending upon local policy, this training could come before or after the beginning driver’s completion of the School Bus Safety Edu­ cation Program. Once the beginning driver completed the school bus operation training, he/she was then ready to ^Ibid., pp. 39g-39h. ^Michigan, Michigan Vehicle Code, Sec. 257.316a (1977). 5 comply with Section 305 of the Michigan Vehicle Code, which required that: Before driving a school bus a person shall pass annual physical and driver competence examina­ tions as authorized by the superintendent of public instruction. The tests shall be made available annually in each of the intermediate school districts. A person regularly employed as a school bus driver shall not drive a motor vehicle while in use as a school bus without possessing a valid chauffeur's license and a class 3 endorsement under Section 312E. A person shall not operate a school bus or a passengercarrying motor vehicle with a manufacturer s rated seating capacity of 12 or more persons unless that person possesses a valid chauffeur's license and a class 3 endorsement.5 There were approximately 400 DOE-approved school bus driving skills test examiners in Michigan. These persons were predominantly experienced school bus drivers recommended by local school district superintendents to intermediate school districts, who in turn recommended them to the DOE for approval. These prospective examiners attended DOE-sponsored workshops annually to maintain examiner approval. Once a person became a driving skills test examiner, they used the DOE "Record of Road Test" form (see Appendix A) as a checklist and guideline to administer the skills test mandated for bus driver certification. The skills test was administered on a route that was designed and developed at ^Michigan, Michigan Vehicle Code, Sec. 305 (1977). 6 the discretion of the examiner, with no formal training in test route development.^ The criterion for failure of the skills test on the test route was "more than 14 checks" on 7 the road test form. This criterion was based solely on examiner judgment. The test route for the driving skills test was expected to incorporate all items on the DOE checklist. The monitoring capabilities of the DOE staff was limited to "spot check" compliance due to financial constraints and staff reductions. Therefore, there was little that DOE staff did to insure that this practice was carried out. The Problem Statement of the Problem To assure a safe, efficient and economical pupil transportation system in Michigan, beginning school bus drivers must be competent in the area of school bus on­ street operation. To achieve this competency, beginning school bus drivers must be able to successfully perform the driving tasks necessary for school bus operation. The state of Michigan, however, has not determined what the driving task requirements are for competent Duane Smith, interview held during School Bus Curriculum Evaluation Project meeting, East Lansing, Michi­ gan, February, 1981. 7Ibid. 7 on-street school bus operation. Therefore, Michigan has no standardized, competency-based road test for the certification of beginning school bus drivers. Purpose of the Study The purpose of this study was twofold. The first was to determine the driving task requirements neessary for competent school bus operation. The second was to develop a prototype competency-based road test instru­ ment for beginning school bus operation. Importance of the Study The road test instrument developed in this study has four potential uses for Michigan. It could replace the current DOE road test as the criterion for school bus operation certification. It could serve as a screening device for entry into the School Bus Driver Safety Educa­ tion Program. It could be used by the agency representatives teaching the School Bus Driver Safety Education Program as a final road test examination for successful completion of the course. Finally, the road test could be used by the instructional agencies as a diagnostic instrument in assisting local school districts to identify specific driver problems. In addition, this road test could serve as a prototype for other states. 8 Scope of the Study Two factors determined the scope of the study. First, the road test was to be developed for East Lansing and vicinity. Second, the development and use of the road test was to be restricted to persons trained in Driver Performance Measurement (DPM) research conducted by the staff of the Michigan State University Highway Traffic Safety Center. Limitations of the Study The study had several limitations, Observations of school bus drivers to determine driving task requirements necessary for school bus operation were made only in the greater Lansing area rather than statewide. The road test instrument was to measure only external driving task requirements and the bus driver's responses in selected test sequences and not to measure how well the driver operated optional in-bus controls (i.e., heater controls, fire extinguisher, alternating flashing red lights, etc.). Validation of the study against the Driver Performance Measurement route was not performed. However, other road tests have been developed using the DPM pro­ cedure and validated. It has been found that when the procedure has been adhered to, a high validity coefficient existed. For instance, the Michigan Road Test (MRT) for 9 O (MRT) for driver licensing correlated .47 to DPM. Since the procedure used to develop the study followed closely the procedure used to develop the MRT, then it could be expected that the validity would be equally high. Also, validation against real world driving experience was not possible because long-term accident records would have to be studied. The road test developed in the study did not meet all the objectives of the Michigan Pupil Transportation Handbook. This was because not all of the objectives dealt with school bus operation. Finally, driving the road test route in a bus with a full capacity of students was impossible because of the liability factor. Generalizability of the Study The school bus road test was developed for use in East Lansing. However, with the proper training in the procedure for developing this type of road test, it could be adapted to any location in the country. Definition of Terms The following terms used in the study convey special meanings and are defined below to assist the reader in o F. E. Vanesdall, T. M. Allen and others, Michigan Road Test Evaluation Study, Phase III Final Report (East Lansing: Michigan State University, 1977), p. xvii. 10 understanding the terminology. Since the study was modeled after the DPM research conducted by the Michigan State Uni­ versity Highway Traffic Safety Center, the corresponding DPM term was presented in parentheses following the term used in the study. Candidate Portion (Candidate Location) "A segment of roadway, street or highway that includes traffic situations in which drivers are required to q demonstrate a range of driving performances or judgments." Driving Pattern (Pattern Concept) "A series or sequence of observable behaviors that often occur together in the same order, or in different orders. Environmental Conditions (Environmental Factors) All of those factors outside of the vehicle which can or may affect the driving task; e.g., other vehicles, parked or moving; pedestrians; roadway markings; traffic 11 controls; weather; buildings and vegetation; etc." q R, 0. Nolan and others, Driver Performance Measure­ ment Research, Vol. II, Guide for Training Observer/Raters in the Driver Performance Measurement Procedure (East Lansing: Michigan State University, 1973), p . v. 10Ibid., p. v i i . 11Ibid.I p. vi. 11 Line Diagram (Straight Line Diagram) "A record sheet representing a section of roadway on which driving behaviors can be recorded in relation to a driver's direction of travel, the roadway characteristics 12 and relative timing along a single straight line." Observed Behavior (Observed Behavior) Driving behaviors that can be readily perceived by 13 an observer. Satisfactory Observable Driving Behaviors (Suitable Behavior) "Those driving behaviors considered appropriate because they reduce potential hazards in traffic situations and avoid impeding other vehicles. Schematic Diagram (Schematic or Segment Diagram) "A drawing of a section of roadway that shows the geographical location and the accompanying environmental conditions. Test Route (Route) A series of test sequences arranged into a driving route that is representative of various traffic ■^Ibid., p. viii. •^Ibid. . P- vii. ■^Ibid., p. ix. ■^Ibid. , p. viii. 12 environments and that samples a wide range of real world lfi traffic situations. Test Sequence (Behavioral-Environmental-Traffic-SituationalSequence) (BETSS) It includes sequential patterns of a driver's responses to task requirements of changing traffic situations occurring near and in relation to a selected street or highway location. A test sequence begins where a driver's behaviors logically start in response to a traffic situa­ tion, and it continues until there is a logical break in the traffic situation, the driver's behavior and the driving task.^ Test Segment (Sub-Behavioral-Environmental-TrafficSituational-Sequence) (Sub-BETSS) A subunit, within a test sequence, in which driving 18 behaviors are interrelated. Methods of Procedure The author modeled the development of the road test after the process used to develop the MRT. based upon earlier DPM research. 16Ibid. ^Ibid. , p . v. ^■®Ibid. , p. ix. This test was 13 Mr. Duane Smith, Pupil Transportation Specialist, Michigan Department of Education, was contacted for assistance in obtaining DOE policies and recommendations for school bus operation. The author accompanied Mr. Smith to one beginning School Bus Driver Safety Education Program and observed and recorded the content areas taught. Mr. Ervin Spahr, Director of Pupil Transportation Services, Lansing School District; Ms. Roberta Goff, Director of Pupil Transportation, Okemos Schools; and Ms. B e m i t a Barker, Director of Pupil Transportation, Haslett School District, were contacted and rides arranged with school bus drivers in school buses on existing school bus routes in their respective districts. Also, those three people assisted in sampling routes in various traffic environments (urban, rural, suburban and expressway). The author rode with school bus drivers on nine different area school bus routes. School bus route maps were also checked in the three districts to determine if there were addi­ tional traffic environments that should be sampled. None were found. The riding was done to observe and sample the driv­ ing task requirements necessary for school bus operation. Based on these observations, school bus driving task requirements were written. From the task requirements, traffic environments within East Lansing and vicinity typi­ cal to those found throughout Michigan were sampled. This 14 sampling was done by checking city/county road maps and by driving to potential locations. Sections of roadway were selected as candidate portions of each traffic environment. for use as part of the road test. These were developed The driving tasks required to negotiate these test sequences were identified by observ­ ing drivers drive through these sections of roadway and by comparing the task requirements of the MRT "model" test seg­ ments to the test sequences. Schematic diagrams of the candidate test sequences were drawn to determine and note any special traffic situations and hazards presented. By visual observation and checking the "model" test segments of the MRT, the observable driving behavior patterns that decreased or increased hazards in the test sequences were identified. For those test sequences that did not match closely the MRT "model" test segments, line diagrams were drawn as a basis on which to record and identify the hazards and observable driving patterns. The test sequences were selected from various traffic environments. Two to three test segments within each test sequence were included to form a test sequence. Then, six test sequences were selected to form the test route. For each test segment, satisfactory and unsatis­ factory observable driver behaviors were identified to be used as the criteria for measuring driver performance. This was done by observation and by matching the test 15 segments to the MRT "model" test segments. These satis­ factory and unsatisfactory observable behaviors were based upon those observable behaviors that decreased or increased the hazardousness of the traffic situations presented in each test segment. Test route directions and rating forms required to assure consistent test administration and measurement of driver performance were prepared. The test route was pilot tested by five drivers in order to standardize criteria, directions and rating forms. From the pilot test, revisions of criteria, directions and rating forms were performed to facilitate standard testing procedures. Organization of Remaining Chapters This chapter contained a statement of the problem along with background information on the scope of the study and the importance it had to the topic of the study. Chapter II contains a pertinent review of literature that contributed to the study. Chapter III describes the methodology and procedure used in this research. contains the school bus road test route. Chapter IV Chapter V summa­ rizes the results and makes recommendations for the use of the road test. CHAPTER II REVIEW OF RELATED LITERATURE This chapter presents a review of literature related to the development of a competency-based road test for Michigan school bus drivers. The review is divided into three sections which describe research in driver performance measurement, research using the DPM procedure, and school bus road testing in other states. Driver Performance Measurement In 1968, the National Highway Safety Bureau (now the National Highway Traffic Safety Administration) awarded four contracts for the purpose of developing a plan for the evaluation of current and proposed driver education pro19 grams. After these contracts were carried out, another contract was awarded to synthesize the information obtained from the previous four into a single body. A single plan for evaluating driver education was developed that included specifications for measuring driver performance. It was anticipated that the plan would allow for "an intermediate 19 U.S. Department of Transportation, National High­ way Traffic Safety Administration, The Driver Education Evaluation Program (DEEP) Study, 1975, p. 53. 16 17 'performance* level evaluation" of existing driver education programs.20 Prior to this time, accident and violation records were used as the criterion for program performance. Accident and violation records, as a measure of driver performance, 21 have been demonstrated to be inferior. The need for an intermediate criterion was reported by Forbes. Accident records for studies of individual driver characteristics has not proven useful due to the length of time necessary for collection of such records on individual drivers. "A criterion of safe and good driving behavior which gives 22 immediate results. . . is of great importance." The Michigan State University Highway Traffic Safety Center and Department of Psychology were awarded the contract to develop the intermediate criterion for measur­ ing driver performance. "The specific objective of the Michigan State University Driver Performance Measurement project was to develop a more reliable index of safe driving 23 to be used in place of accident records. . . ." The 20Ibid., pp. 53-55. 21 Patricia F. Waller and others, Driver Performance Tests and Their Role and Potential (University of North Carolina: March, 1978), 2? T. W. Forbes, "A Reliable Criterion for Relatively Small Group Driver Performance Studies" (East Lansing: Michigan State University, 1978), p. 6. (Mimeographed.) 23t . w . Forbes, R. 0. Nolan and others. Driver Per­ formance Measurement Research, Vol. I, Technical Report (East Lansing: Michigan State University, 1973), p. 1. 18 method is unique because it measured dynamic behavior n i patterns in actual traffic. ... Previous evaluation efforts were weak in that they did not rely on the inter­ relationship between driver behaviors and the changing 25 traffic environment. The procedure involves observation and rating, by specially trained observers, of actual driver behavior patterns in relation to the changing traffic situations in carefully selected and described locations and traffic conditions.26 These observers rated the suitability or unsuitability (potentially hazardous character) of driver behavior patterns.27 Driver Performance Measurement was developed using a content validity and systems psychology basis. It showed very high reliability. For evaluation purposes, two new groups of observers were trained by the original team of experts. Extensive statistical analysis of results showed that their ratings were of similar very high reliability and validity. This method is applicable to research where the conventional large group, long duration type of research in terms of accident records cannot be validly used. The method can be used for research comparing small groups to improve driver education or driver license examining methods. . . .28 24Ibid. 25Ibid. 26Ibid., p. 2. 27Ibid. 28 T. W. Forbes, R. 0. Nolan and others, "Driver Performance Measurement Based on Dynamic Driver Behavior Patterns in Rural, Urban, Suburban and Freeway Traffic," Accident Analysis and Prevention, 7 (1975), 257. 19 Principles of DPM Research included: 1. Driver behaviors occur in combinations, patterns, and sequences, not as single individual or isolated behaviors. The rating of driver behavior patterns requires sampling and observation of driver behavior patterns in different and changing traffic situations. 2. Driver behavior sequences occur within categories of search, speed control, directional control and timing, each of which require perception, psychologi­ cal judgments and responses with the controls. 3. Driver behavior patterns and sequences can be identified within selected street or roadway loca­ tions called BETSS (Behavioral-EnvironmentalTraffic-Situational-Sequences) which usually include three SubBETSS. . . . 4. Behavior patterns and sequences can be docu­ mented by extensive day-to-day observation of ordinary drivers as they respond to the traffic situations that develop in each BETSS and SubBETSS. 5. Trained observers can perceive and rate sequences of driver behaviors after traversing each BETSS. This requires description of and familiarity with each BETSS and SubBETSS with its expected driver judgments and response patterns and timing.29 These principles were based on the fact that a carefully selected route was developed and used for the research. Procedures of DPM Research included: 1. Locations which can be expected to include and require BETSS typical of the different traffic environments are identified and combined into a route. For research purposes, three runs of the route including six BETSS are required. 2. Driver behavior patterns are sampled and evaluated in real life traffic situations by 9Q Fred E. Vanosdall and T. W. Forbes, "Summary of DPM Principles and Procedures" (East Lansing: Michigan State University, 1980), p. 1. (Mimeographed.) 20 trained observer/rater teams (2 persons per team). They observe and rate driver performance patterns simultaneously after the driver negotiates the three SubBETSS of each BETSS. 3. Driver behavior judgment and response patterns are rated as suitable or unsuitable, depending on whether they reduce or increase the hazardousness of the traffic situations present; (i.e., inter­ fere with or delay traffic so that other drivers have to change speed or direction to avoid possible collisions). 4. To avoid memory losses of SubBETSS behaviors, ratings of driver performance are made only after the driver completes a BETSS, thus observing and recording driving behavior sequences in each of three SubBETSS.30 Observation principles in the DPM procedure were based upon applied experimental psychology experiments which have shown that: grouping of items to be observed and reported increases the number and accuracy of reported items, and training of observers to recognize groupings also helps. Since driving behaviors occur in patterns and sequences, training in recognitions, observing and recording the occurrence of these behavior combinations or patterns rather than of separate driving items, automatically utilizes these psychological p r i n c i p l e s .31 Forbes reported that content validity of the DPM procedure was developed using reiterative observation, task analysis, description and discussion of driver behavior sequences by three consecutive groups of people experienced in phases of driving behavior and driver education. 30Ibid. 31Ibid., p. 2. The 21 original DPM method showed very high reliability both 32 between raters and within raters. . . . Research Using DPM Principles and Procedure Michigan Road Test Evaluation Study The Michigan Road Test Evaluation Study, co­ sponsored by the Michigan Department of State (SOS) and the Michigan State University Highway Traffic Safety Center (HTSC), focused on the development of an improved test of 33 driver performance for Michigan driver license applicants. The product of this effort was the development and evalua­ tion of a practical and more reliable road test for measuring driver performance.34 Three SOS staff were trained and became proficient in the DPM method. The training program involved about 120 35 hours over a six-week period. . . . It was decided early that the new procedure for road testing would, like DPM, provide examiners with criteria for scoring drivers1 performances T. W. Forbes, "A Reliable Criterion for Relatively Small Group Driver Performance Studies" (East Lansing: Michigan State University, 1978), p. 3. (Mimeographed.) 33 F. Vanosdall and others, Michigan Road Test Imple­ mentation Project , Vol. I, Pilot Implementation of the Michigan Driver Performance'Test (East Lansing: Michigan State University, 1980) , p . 3"! 34Ibid. 35 F. E. Vanosdall, T. M. Allen and others, Michigan Road Test Evaluation Study, Phase III Final Report, (East Lansing: Michigan State University, 1977), p . 37. 22 within specific segments of roadway. . . . It was agreed that the DPM concepts of driving behavior patterns in relation to the dynamic traffic situa­ tion were important bases for the new method. . . . If given enough structure of the examining task, examiners could learn driver behavior in terms of decreasing or increasing the hazards intrinsic to specific segments of roadway as the driver responded to the dynamic traffic situations present at the time. Further discussion and tryout led to the decision that ratings of drivers' patterns of behaviors, search, speed control, and direction control were feasible.36 HTSC and SOS staff who were experienced in DPM research methods applied certain DPM concepts and principles to the development of a new road test and used DPM as a basis forvalidating the new road test method.37 The resulting new method was described as an application of those aspects of the DPM method that satisfied the needs of driver license 38 road testing. The following list of DPM concepts and principles served as a basis for the new road test method and test route: A. Dynamic traffic environment. B. Driving behavior patterns. 36Ibid., p. 39 37 F. Vanosdall and others, Michigan Road Test Implementation Project, Vol. I, Pilot Implementation of the Michigan Driver Performance Test (East Lansing: Michigan State University, 1980), p. 3. 38F. E. Vanosdall, T. M. Allen and others, Michigan Road Test Evaluation Study, Phase III Final Report, (East Lansing: Michigan State University, 1977), p . 39. 23 C. Interrelationships between driving behaviors and traffic situations. D. Readily observable driving behavior elements. 1. 2. 3. 4. Search Speed control Directional control Relative timing E. Judgments and decisions. F. Hazardous and potentially hazardous traffic situations. G. Observation zones, H. Recording zones. I. Determining satisfactory/unsatisfactory driving behavior patterns and elements. J. Rating procedure. K. 39 Training of examiners. Standardized directions for traversing the test route were developed. Scoring driver performance involved two steps: (1) to observe a driver’s behaviors and the traffic situations present as he completed a test sequence; and (2) to record whether the performance was satisfactory or unsatisfactory. Ratings were com­ pleted by scoring the pattern first, then scoring each of the element behaviors.40 Examiners were also required to score driver performance between test sequences, but criteria for test failure included consideration of performance different than those within test sequences. *^Ibid. , pp. 40-42. ^°Ibid., p. 43 24 When the new road test method was developed, twelve SOS examiners were trained to use the new method and 288 high school students were tested. The statistical analyses provided for a comparison of the results from current driver licensing road test procedures with results of the new test procedure. The results of these tests were compared to the highly reliable DPM criterion, developed at Michigan State University, to determine the reliability and effectiveness of the old and new test methods. Results of the correlational data analyses clearly indicated experienced driver examiners, trained in the new method, could use it under actual field conditions more consistently than other equally experienced examiners using the old method. Additionally, the data analysis, using the DPM route as the criterion, showed the new method was sub­ stantially more reliable and valid as a measure of safe and skillful driving than the old road test method. The old and new methods reliabilities were .40 and .59 respectively; validities were .28 and .47 respectively. The difference between the validities was significant at the .01 level of significance. In more practical terms, overall pass/fail test results for the old and new methods agreed with the DPM method 63 percent and 71 percent of the time, respectively.^ ^Ibid. , pp. xiv-xvii. 25 The test route developed in the Michigan Road Test Evaluation Study was located in East Lansing. Subsequent road tests, modeled after the procedure used in the Michigan Road Test Evaluation Study, have been developed in Flint and Howell, Michigan through the Michigan Road Test Implementa­ tion Project. Also, over the past two years, some forty additional road test routes for driver licensing have been developed and were ment of in use throughout Michigan. The these road test routes was based on the develop­ MRT pro­ cedure, which in turn was based on the DPM procedure. Michigan Driver Education Evaluation Project During the work on summer of 1977, the Michigan the design of an in-car road test. DOE began The intent of the test was to measure certain in-car performance objec­ tives. The initial activity was the design of an appropriate route. The route was divided into areas of specific and general observation. areas were called LOPE(s) Specific observation (Location of Performance Evalua­ tion) . While in these areas, the raters would pay close /o attention to definite driver behaviors. The actual in-car test was divided into two main sections--Vehicle Familiarization and Driving. The Driving section consisted of a series of observations made by ^Mich i g a n Department of Education, Lansing, Michian ’s Driver Education Evaluation Proiect. (Lansing: arch, 1978 )“ p. 16.— g 26 the evaluators. There were three observable driving behavior elements identified and rated--search, speed control and directional control. Included in each of these elements was the aspect of relative timing (e.g., does the driver make the necessary search at the right time or is it tO too early or too late). Areas where satisfactory or unsatisfactory behaviors were determined by the raters were AA called SPOTS (Specific Performance Objective Test Sites). Five persons were selected to be raters for the driving measure. These five persons, along with a DOE member, participated in a three-day training session. The route, directions, and explanation of terms were taught during this training. also included. were made. Frequent reviews of the route were Some practice trials with student drivers 45 During the first two weeks of August, 1977, a reliability study was carried out. The validation study took place during the months of October and November of the same year. Correlation scores obtained on the DPM and DOE road tests were computed to determine the validity of the DOE measure. 43Ibid. 44Ibid. 45Ibid., p. 17 46Ibid., pp. 18-19 27 According to the authors of the DPM, the "pattern" score is the most important in determining whether or not an individual can drive safely. This element correlated .44 with the DOE "drive" component which was significant at p .01.47 All DOE components were significant at p .05 when correlated with the corresponding DPM road test components. This was important because the procedure used to develop the DOE road test instrument was very similar to the procedure used in the development of the DPM route and the MRT route. DPM principles, terminology and methods of scoring provided a basis for the same in the DOE road test. School Bus Road Testing in Other States A survey was conducted by the U.S. Department of Transportation to determine the extent and type of road testing of school bus drivers across the nation that were tested by state driver licensing agencies. Sixteen road test maneuvers were listed and described as those maneuvers that a driver encounters in any mix of vehicular traffic and under 48 all circumstances. Table 1 illustrates the extent to which bus drivers were tested among the states. To summarize Table 1: Eleven jurisdictions include 9 or fewer of the listed maneuvers for the school bus Road Test; 47Ibid., p. 45. 48 U.S. Department of Transportation Guidelines for Motor Vehicle Administrators: Comparative Data State a n d " Provincial Licensing Systems. (Washington, D .C .: Govern­ ment Printing Office, 1980) , p. D-23. 28 30, 10 or more. Massachusetts includes 15 of the 16 and Ohio only 6 of the 16. Georgia and Tennessee indicated 'data not available ; Arizona, Indiana, Michigan and Wisconsin, 'not applicable'; and Idaho, Kentucky, Louisiana, West Virginia and Wyoming indicated 'no1. Twenty-eight do not have the quick-stop maneuver for school buses; 14, no operation-brake system.49 This chapter presented a review of literature related to the development of the road test route. A search was conducted through the Continuing Education Service Library at Michigan State University. This provided no additional useful references concerning school bus road testing. The next chapter will describe the methods of procedure used to develop the road test route. 49Ibid. 29 Table 1, Maneuvers Included in the Road Test for School Bus.50 / £/ p V J ^ // //£**/"/ (£/t , */!y i i / , e i/ / ) / A //ii U N IT E D STATES A la b a m a A rk a n a a L a lilc r r .ia C o lo r a d o C o n n e c t:c u t t>e ] e w * r * O i l t n c : o f C o lu m b ia f le n d # G e o r g ia Hawn j Ic a n o Illin o is I n d ia n a — K ansas K e n tu c k y Ha i n e ' '. M a r y la n d M a s s a c h u s e tts M i c h ig a n H ia a ia a ip p i M is s o u r i M o n ta n a N e b ra s k a Nevada New H a m p s h ir e New J e r s e y N o r t h D a k o ta O h io d k j a h e ra O re e c rv P e n n s y lv a n ia P u e r t o R ic o Rhode I s l a n d S o u th C a r o lin a S o u th D a k o ta Tennessee Texas U ta h V e rm o n t V v r a ir . v a W a s h in o t o r . 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NA NR NR NR NR S3 NR M N3 NR hft NNR TtS YC5 YES YES TfS YFS TfS YES YES NSt S3 CNA YES -ES NR CSA YES NR YES DNA YES TES NR NS N® NR NA NR LEOCSDi * ■ S e e text for e U r i f i c e t i o n NA * N ot a p p l i c a b l e NR * No respon** DI ■ Seta incomplete D N A * C a t * n ot a v a i l a b l e 50Ibid., p. D-15. r£S S3 CM TfS NP •IS NR DNA YES NA r.O :;s NO NO YES NO YES NO *•? HO HO HD HO VES vrt 1.0 HO TfS SC NO US HO NO s? Sv YfS NO SO r.o YlS NO ND *-? fiC vrt VES NO M !»0 HO TES NO Mi YfS NA TfS TfS HO NC YES NR NO VES TES us NO so Uj J TES ?ia NO NA HO T lS * y £S NO NO Hi t.O TFS NR NO \? NO Nn f>n UR NO SNA ’*? YES NO HQ NC SO YES HO Nj NP r*3 NR fi« hi HR YES NO n: HR *E5 •■o NR NR :m DNA TES NR CM YES NR S® NO u / / /f/I /i/i (^ * / / / / t NO YES DNA US *.0 SO TES fi5 TES NA TfS M YES YES r.O UV YES TES HO VIS YES TES HO / ^ ^ / ■** NO HO NA HO Hj NO NO N. 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NO NO ns trs YES TE.5 NR CKA TES NO res NO US m ili TES NO DNA UQ UQ NO NO YfS YfS YES ili TES NO DNA YES HO YlS %1 \P u t raC ND YES V ia , TES SA NO UA YES YFS TES US TfS NO YE* m NO YES HO no DNA NO NO NO M W ?.c Ml HO NU '.J YLS NA NO NA NO YES NO HO YtS YES NO tli YES YES YES nc YES *ES sc YE £ NO YFS YES YES NO VES NO NO YES US YES NA YFS M TES YES YfS iL S TES NO »ES y LS YES YES YES NO NO NA NO SO Tfi r.o YFS YES NO NO YES 1L> YES M YfS NA TES YES YES \ NO NO NA NO Nil NO NO NO TES YES NO yts ’ E'f NO YES YES NO NA TES YfS NO YES YfS YES TES CM TFS NO YES M / o YES YES NO AO YES NA YES YfS NO YFS Yf 5 YlS YES DM > y / YES YES YtS SO Vf 5 “t t t t £S 1 if / e / j* / CM TbS tfS YES c CM tii Nl YES IES US U5 NO YES yes j // // / //yJ/7 ^ ^ rr -c YES re s YES YES TES U S NA M M US YfS NO VIS T T T M S tfs TTS Y fS NO HO NO y rt YF? 'F t YES YfS *FS YFS U ? YES DNA ONA DNA Y fji r r s US NO NC YES us vn NA HA NA *rr vr« Newfoundland N o rth w e s t T e r r i t o r y N o va S c o t i a O n t a r io t r i n e * E d w a rd I s l a n d Q uebec S a s k a tc h e w a n V ukon T e r r i t o r y t( / / A jS't / '/_£ A ■ >A ■?> { //t S j A m /A Vf At w / ' £ $ A i y-?<*/**/ J / n: n; no NO NO *H j tiO YlS TfS \w HO N*»5 r£5 TfS NO *0 HlJ HO NO NO YES t £S YES HO ND NO TES NO ;s ? YE5 y £S NO NO HU TfS HO TES DNA SC HO YES N“r US NU m NQ In * NO NO SO •;n ND NQ CM NO TfS YES TES HO NO NO NO TES HO HO HO HO HO TfS US * YES sf HR US NO NO N-. HR NO Nr " HO n: NR NR DNA TES NO YES DNA TES ‘;C \R NO NR NO 1.' HR SO rtn HR QHA NO W / / *. ^ CHAPTER III METHODS OF PROCEDURE The procedure used to develop the school bus road test was modeled after the procedure used to develop the MRT for driver licensing. The MRT was based upon certain principles and procedures adapted from DPM Research con­ ducted by the Michigan State University Highway Traffic Safety Center. The MRT was validated against DPM and proved to be a more valid and reliable method of road testing than the former road testing procedure. This chapter describes the procedures for develop­ ing the school bus road test route, the method of scoring driver performance and the pilot test of the developed route and scoring procedure. Route Development The procedure and methodology used for developing the school bus road test route was similar to that used in the MRT. Each of the steps is described below. Contact with Michigan Department of Education Mr. Duane Smith, Pupil Transporation Specialist with the Michigan DOE, provided DOE policies and recommendations pertaining to school bus operation and road testing. Mr. Smith also provided the opportunity needed to visit the 30 31 Washtenaw Intermediate School District offices to observe a beginning school bus driver safety education program. Those areas of the curriculum that directly deal with school bus operation and/or road testing were recorded. Mr. Paul Linebaugh and Mr. John Burg conducted and taught the twoday session and provided program information. In the observed beginning course, the only in-bus instruction involved practice in evacuation drills. No instruction in school bus operation, other than intermittent classroom discussions, existed. Determine School Bus Driver Task Requirements It was important to the study to determine the driv­ ing task requirements necessary for school bus operation in relation to the kinds of traffic situations the bus driver can expect to encounter in everyday traffic. To do this, bus drivers on numerous school bus runs over routes in the greater Lansing area were observed and previously developed school bus task analyses were reviewed. Mr. Ervin Spahr, Director of Pupil Transportation Services, Lansing School District; Ms. Roberta Goff, Director of Pupil Transportation, Okemos Schools; and Ms. Bernita Barker, Director of Pupil Transportation, Haslett School District, were contacted to arrange rides with school bus drivers in school buses on existing school bus routes, Working with the respective directors, many different school bus route maps were reviewed and routes in 32 different traffic environments (urban, suburban, rural, expressway, residential or business) were sampled. On four Lansing, three Okemos and two Haslett district routes driving task requirements and traffic situations that the school bus drivers encountered were observed and reviewed. Observations and recordings were made only on buses with automatic transmissions. Two U.S. Department of Transportation publications, 51 Truck and Bus Driver Task Analysis and The Selection and 52 Training of School Bus Drivers were checked for additional information on driving task requirements. These publica­ tions provided task descriptions that were systematically organized. The recorded observations from the respective routes were combined and grouped into a list of driving task requirements similar to the task analysis cited above (see Appendix B ) . These driving task requirements were directly related to the traffic situations and environments encountered on the school bus routes observed. SI U.S. Department of Transportation, Washington, Truck and Bus Driver Task Analysis (Springfield, Virginia: National Technical Information Service, 1973). ■^A. James McKnight et al., The Selection and Training of School Bus Drivers (Washington, D . C .: National Highway Traffic Safety Administration, 1971). 33 Sample Traffic Environments Traffic environments were identified and classified in the DPM research as urban, suburban, rural, expressway, 53 residential or business. These traffic environments were sampled in East Lansing and vicinity by riding school bus routes and by reviewing school bus route maps at the respec­ tive school district offices. This sample of traffic environments was reflective of other areas of the state and the traffic environments which could be expected to be found throughout Michigan. Based on the observations around the school bus routes and the review of school bus route maps, it was determined that the previously identified traffic environ­ ments existed and could be sampled. Select Candidate Segments The observed driving task requirements and the "model" road test segments of the MRT were used to guide the selection and development of the test segments for this study. The basic unit in the MRT route included changing traffic situations with interrelated behaviors and was called a test sequence. 53 It began when a driver's behavior T. W. Forbes, R. 0. Nolan and others, Driver Performance Measurement Research, Vol. I, Technical Report (East Lansing: Michigan State University, 1973), p. 49. 34 indicated he/she was responding to a traffic and environ­ mental situation and ended when there was a logical break in the tasks or driving behaviors. Test segments were sub­ units within sequences in which driving behaviors were inter­ related. Traffic situations were divided into test segments which were later combined into test sequences. To guide the selection of road test segments and provide opportunities to observe a high number of driving tasks, MRT project staff prepared model test segments based upon the DPM project's SubBETSS. The "model" test segments provided: 1. A basic schematic diagram or drawing of the streets and roadways that provided driving tasks and driving behaviors suitable for incorporation into the road test route. 2. The path to be followed by a driver (under ideal conditions). 3. A list of driving tasks required to complete each test segment. 4. A list of judgments and decisions required of the driver. 5. The driving behaviors and pattern for com­ pleting the designated tasks that increased the risks.54 This model test segment approach was developed to provide a sample of model test items and criteria to guide the construction and design of a road test route. These F. E. Vanosdall, T. M. Allen and others, Michigan Road Test Evaluation Study, Final Report Phase III (East Lansing: Michigan State University, 19/7), pp. 32-53. 35 "model" test segments guided the selection of this test route. The number of test segments in an actual test route was determined by sampling the driving tasks required to operate a school bus and with consideration given to time and distance constraints. A reiterative procedure was followed in studying actual on-site test areas to identify possible test seg­ ments. In the process of selecting possible test segments, locations that included the following were considered: 1. Traffic situations known to be potentially hazardous. 2. Specific streets and highways that carried what was believed to be consistent traffic at other than peak times. 3. Specific open intersections with limited sight distances for drivers. 4. Intersections where traffic on one street was controlled with stop signs and obscured to through traffic. 5. Intersections where drivers could be required to complete left turns against two or more lanes of oncoming traffic. 6. Expressways or other types of limited access highways requiring entrance or exit maneuvers by crossing one or more lanes of traffic. 7. Representatives of the urban, suburban, resi­ dential, rural, and expressway driving areas that school bus drivers would expect to encounter. 8. Streets and highways in which two or three possible test segments followed in a related series.55 55Ibid., p. 55 36 Three geographical locations were explored for candidate test segments. East Lansing, Okemos, and Haslett. After extensive observation and exploration in each area, the candidate test segments for each area were determined by comparing the candidate test segments of the three respective areas to the "model" test segments of the MRT. It was determined that the candidate test segments in the East Lansing area most closely matched those of the "model" test segments. Also, time and distance factors of the East Lansing area were more favorable to the study. Identify Driving Tasks and Behaviors After the initial identification of candidate test segments, those that could be combined into a road test route to produce the desired range of tasks and driving behaviors were reviewed. Each of the candidate test segments was driven through several times. Driving tasks and behaviors were recorded during each run. Other drivers were also observed, and driver behavior patterns with regard to search, speed control and directional control were recorded as they drove through the candidate test s e g m e n t s . T h e s e observations R. 0. Nolan, F. E. Vanosdall and others, Driver Performance Measurement Research, Vol. II, Guide for Training Observer/Raters in the Driver Performance Measure­ ment Procedure (East Lansing: Michigan State University, 1973), p. 13. 37 were done from various vantage points; e.g., outside from the street, in a following car, and riding with the driver. Based on these observations, a list of driving behaviors and behavior patterns was prepared and studied to confirm whether each test segment sampled different, diffi­ cult traffic situations and produced a range of driving behaviors needed to develop a criterion for measuring the safety and skill of bus drivers1 performances. Schematic diagrams of each of the candidate test segments were drawn. The driving tasks and driving behavior patterns of the candidate test segments were com­ pared with those contained in the '’model" test segments of the MRT. This comparison provided information that the driving tasks and behaviors contained in the candidate test segments selected for this study were very similar to those of the "model" test segments in the MRT. The process used to identify driving tasks and behaviors was very similar to the process used in previous DPM and MRT research. Identify Fixed and Potential Hazards During selection of the test route, consideration was given to the types of hazards and environmental condi­ tions that influenced driver performance within test segments. Previous MRT research classified hazards as either fixed (stationary) or potential (moving). These types of hazards were expected to affect a bus driver's 38 ability to perceive, recognize and respond to other traffic with relation to his/her search, speed control and/or direction control. Identification of fixed and potential hazards was based on observation. was performed. On-site study of each test segment In addition, fixed and potential hazards identified in previous MRT-based test route segments were considered. These served as a basis for helping to determine some fixed and potential hazards within the test segments. From this study, a list of fixed and potential hazards was compiled and organized for each test segment. These are presented in Chapter IV. This procedure of identifying fixed and potential hazards very closely followed the procedure used in previous MRT research. Combine Test Segments into a Route The MRT procedure used in selecting a road test route was developed to assure that the road test route would measure drivers' driving skill and safety in real world traffic and environmental situations. To measure these abilities, four criteria for road test content were established in the MRT research. These criteria required the test route selected to: 1. Include typical driving tasks met in everyday traffic. : l . Sample driving behaviors required to perform the typical driving tasks. 39 3. Enable observers trained in the new method to observe bus drivers' behaviors. . . in response to constantly changing traffic situations, and to rate whether the bus driver's performance in such situations increased or decreased potential or real hazards present. 4. Include environmental conditions— urban, suburban, rural and expressway.57 The road test route developed in accordance with these general guidelines was also expected to: (1) incorpo­ rate realistic and productive traffic situations; (2) produce a range of driving tasks and driving behaviors that enabled trained observers to rate driving performances; and (3) make efficient use of time.58 Guidelines identified in previous MRT research specified combining two to three test segments to form a test sequence. Then, it was suggested that four to seven test sequences be combined to form the test route. This step in the procedure followed closely the procedure used in the previous MRT research. When the test segments had been selected and test sequences developed, the test route was organized. Other factors that were recognized and considered included the proximity and geographical locations of the test sequences to the Highway Traffic Safety Center offices for the convenience of trained F. E. Vanosdall, T. M, Allen and others, Michigan Road Test Evaluation Study, Final Report Phase III (East Lansing: Mi chigan St ate uriivers ity,1977), p. 52" 58Ibid., pp. 52-53. 40 staff and the need for time to record test results following 59 each test sequence. The road test route included six test sequences with seventeen test segments. The route provided for a warm-up drive from the Kellogg Center to the first test sequence and for intensive observation of bus drivers' behavior patterns within the test sequences. Time was pro­ vided between test sequences for observers or examiners to record driver performance. The test route required approxi­ mately 30 minutes and traversed approximately 14 miles. The test route is described in detail in Chapter IV. Develop Criteria for Measuring Driver Performance Since the procedure used to develop the school bus road test was modeled after previous DPM and MRT research, criteria for measuring driver performance were developed to closely match those in the two previous studies. Previous DPM research identified driver behavior 60 patterns as either "suitable" or "unsuitable": . . . behavior patterns judged to be highly ade­ quate to meet traffic situations--!.e ,, fitting into the traffic flow and reducing potential hazard--can be described as 'suitable.' Behavior 59Ibid., p. 59. ftn R. 0. Nolan, F. E. Vanosdall and others, Driver Performance Measurement Research, Vol. II, Guide for Training Observer/Raters in the Driver Performance Measurement Procedure (East Lansing: Michigan State University, 1973), p . 14. 41 patterns that might increase potential hazards or interfere with the smooth traffic flow are considered 'unsuitable. '°1 MRT research followed the content cited above but changed the "suitable/unsuitable" terminology and used "satisfactory/ unsatisfactory." The MRT terminology and criteria for rating driver performance were chosen for use in the develop­ ment of the school bus road test. Satisfactory observable driver behaviors were identified by comparing the test segments of the study to the "model" test segments of the MRT and confirmed by observation. For the test segments that did not match any of the "model" test segments, extensive observation of driver behaviors and responses was performed and subsequently recorded on straight line diagrams. Unsatisfactory observable driver behaviors were not recorded separately but were considered the opposite of satisfactory and were included on the rating form described in Chapter IV. Since the candidate test segments closely matched the "model” test segments of the MRT, the "model" road test segments served as a guide in classifying observable driver behaviors either "satisfactory" or "unsatisfactory." 61Ibid. 42 Prepare Standardized Directions Another condition or variable that could be controlled in road tests are the directions needed to negotiate the route. Therefore, easy to understand and standardized instructions for directing bus drivers around the test route were prepared. At specific points in the route, before the bus driver entered each test sequence, concise and easily understood directions were written to describe where and what driving task he/she was to perform in completing that test sequence. on talking between test sequences. There was no limitation Directions were also written for use between test sequences with time allowed for observers to record the driver's performance on the completed test sequence. This step closely followed the same procedure used in preparing directions for the MRT route. The standardized directions are included in Chapter IV. Prepare Rating Form To facilitate scoring of driver performance, a form was needed that could be completed quickly and accurately. The rating form was designed to record four scores per test segment. The DPM (see Appendix C) and MRT (see Appendix D) rating forms were used as models and provided: 1. A few specific behaviors listed for each test segment as a reminder to assist observers' recall of satisfactory/unsatisfactory pattern performance. 43 2. Satisfactory and unsatisfactory rating spaces for each behavior pattern and element for each test segment. 3. Blank space for notations of unusual situations or key words to aid observers' recall of "what happened" for discussion with the bus driver after the route. 4. A logical order for scoring with test sequences and test segments following the route exactly. 62 A separate page for scoring each test sequence. 5. After each test sequence has been scored, the page is to be turned to eliminate the opportunity for distrac­ tion to the observer and the bus driver. The rating form is included in Chapter IV. Scoring of Driving Performance The method for scoring driver performance in the MRT required two steps to be completed by the trained observer: "(1) to observe a driver’s behaviors and the traffic situa­ tions present as he completed a test sequence; and (2) to record whether the performance was satisfactory or unsatis63 factory.” Ratings were completed by scoring the pattern first, then scoring each of the element behaviors. Within test sequences, extensive observation of driver behaviors F. E. Vanosdall, T. M. Allen and others, Michigan Road Test Evaluation Study, Final Report Phase III (Elast Lansing: Michigan State University, 1977), p. 51. 63Ibid., p. 43 64Ibid. 44 and responses to the changing traffic situations and vehicle behaviors were required. Directly observed behaviors were rated as part of an interrelated pattern, series or sequence of behaviors, as well as each behavior element of search, speed control and directional control, and was rated as satisfactory or unsatisfactory. Each score required con­ sideration of the task— the driver's accompanying behaviors, 65 timing and judgments for the traffic situation present. Scoring of bus driver performance took place only within the test sequences. Time and distance between test sequences was used for recording performance and giving directions to the next portion of the route. The method of scoring driver performance used in the school bus road test was the same as that used in the MRT. Pilot Test To determine whether the school bus road test and test route were usable, three drivers in automobiles and two bus drivers in buses were tested. Criteria, directions and rating forms were used and scrutinized by the author and Mr. Frederick E. Vanosdall. Some revisions were made in directions and in the criteria for measuring driver per­ formance. These revisions were performed to facilitate 65Ibid., pp. 43-45. 45 standard testing procedures for future use of the test route. No revisions were necessary on the rating form. Summary Chapter III described the methods of procedure used in the development of the school bus road test route. Chapter IV presents the test route, test sequences, driving task requirements, fixed and potential hazards, the test route map, satisfactory observable driving behaviors, standardized directions and the rating form. CHAPTER IV TEST ROUTE This chapter contains the school bus road test route developed for the study. The chapter also contains test sequences, driving task requirements, fixed hazards, potential hazards, the test route map, satisfactory observable driving behaviors, standardized directions and the rating form for the road test route. Test Sequences Test Sequence 1 Test Sequence 1 lay in an urban-business district area. It required the driver to change lanes, make a left turn and cross a multi-lane street. The arrows indicate the path the bus takes through Test Sequence 1 (see Figure 1). Test Sequence 1 was divided into three Test Segments. Test Segment 1.1 involved a lane change on a multi-lane, one-way street. Test Segment 1.2 required the driver to make a left turn into a stacking area at a signalized inter­ section. Test Segment 1.3 required the driver to cross a multi-lane, two-way street, traverse a busy business district street, stop at a controlled intersection, then cross a multi-lane, two-way street. 46 47 Albert CM M.A.C. Test Sequence 1 Urban— Business Figure 1. Test Sequence 1 48 S ag in aw | O C 2.2 O O! ( A >» Q 3 «• s S a g i n a w M-78 4 oc 6.1 c o I S a>f l Z Driveway Test Sequence 6 Rural Road Figure 6. Test Sequence 6 N I CM ChortBS Proceeds ahead through inter­ section to 2-lane street. Stops at intersection. Continues ahead to controlled intersection with stop sign. 1.2 Enters narrow four-lane, two-way business area. Stacks in median where possible. Turns left into median. 1.1 Changes lanes to lane #1. Proceeds ahead in center of lane #2. A lb a rt O 1.3 Note: Test Sequence 1 Urban— Business Figure 7. Driving Task Requirements— Test Sequence 1 The direction of travel is from the bottom to the top of the page. u 2.2 Tracks in center of lane #1. Negotiates left turn onto fourlane highway. 2.1 Negotiates controlled intersection with traffic signal. Tracks in center of lane #1. Changes lanes from lane #2 to lane #1. Tracks in center of lane #2. Un 2.1 Note: The direction of travel is from the bottom to the top of the page. Test Sequence 2 Suburban Figure 8. Driving Task Requirements— Test Sequence 2 c 3.3 Tracks in center of lane #2. Turns right at controlled inter­ section with stop sign onto fourlane, divided highway. Proceeds ahead on off-ramp. 3.2 Exits expressway using off-ramp. Changes lanes to deceleration lane. 3.1 Maintains suitable speed on express way. Merges with traffic on high-speed divided expressway. Note: Test Sequence 3 Expressway Figure 9. Driving Task Requirements The direction of travel is from the bottom to the top of the page Test Segment 3 4. 3 4.1 4.3 Same as 4.1 4.2 Same as 4.1 4.1 On a two-way, two-lane residential street, proceeds through an uncontrolled intersection. Tracks in center of lane. Note: The direction of travel is from the bottom to the top of the page. Test Sequence 4 Suburban—Residential Figure 10. Driving Task Requirements--Test Sequence 4 Ui VD 5.3 5.2 5.2 Stops or continues acorss two-lane, one-way roadway. Approaches yield sign. Stacks vehicle in median. Negotiates left turn into median. Changes lanes to deceleration lane. 5.1 Tracks in center of lane #1. Changes lanes from lane #2 to lane #1 Tracks in center of lane #2. Note: 5.1 Continues ahead on two-lane, ruralroad. The direction of travel is from the bottom to the top of the page. Test Sequence 5 Rural Divided Highway Figure 11. Driving Task Requirements— Test Sequence 5 o' ° Test Sequence 6 Rural Road Figure 12. Driving Task Requirements 6.3 Proceeds ahead on two-lane, two-way roadway. Negotiates right turn. Stops at controlled intersection. Tracks on gravel roadway. 6.2 Stops in median if necessary. Proceeds from stop across a fourlane divided highway. 6.1 Stops at intersection with fourlane, divided highway. Tracks in center of lane. Note: The direction of travel is from the bottom to the top of the page. Test Sequence 6 62 Figure 13 D R I V I N G T A S K REQ UIREM ENTS 1 .1 P ro ceed s ahead la n e #2. C hanges 1 .2 T u rn s la n e s le ft in to in to WHERE THEY OCCUR c e n te r la n e of 1 .1 On G r a n d R iv er A venue. 1 .2 On G r a n d R i v e r , t u r n i n g l e f t o n to C h a rle s . 1 .3 On C h a r l e s , A lb e rt. #1. m e d ia n . S ta c k s i n m e d ia n w h ere p o ssib le . E n te rs n arro w fo u r-la n e , tw o -w a y b u s i n e s s a r e a . 1 .3 C o n tin u e s ah e ad to in te r s e c tio n w ith S to p s a t T rack s in c e n te r in of fro m c e n te r la n e of N e g o tia te s fo u r-la n e T rack s 3 .1 in la n e l e f t tu rn h ig h w a y . c e n te r of C hanges la n e . la n e s to E x its ex pressw ay ram p. 2 .1 On A b b o t t a p p r o a c h i n g S a g in a w . 2 .2 On A b b o t t S a g in a w . 3 .1 On U . S . 3 .2 On U .S . 127 a n d a p p r o a c h i n g L ake L a n sin g Road e x i t . #1. In te r­ o n to la n e speed le ft o n to 127 o n -ram p . on d e c e le ra tio n u sin g tu rn in g #1. M erg es w ith t r a f f i c o n h ig h speed d iv id e d ex p ressw ay . M a in ta in s s u it a b le expressw ay. 3 .2 #2 if2 la n e N e g o tia te s c o n tro lle d s e c tio n w ith t r a f f i c sig n a l. 2 .2 c ro ssin g ah ead th ro u g h i n t e r ­ to tw o -la n e s t r e e t . Changes la n e s to la n e #1. T rack s th e n in te rse c tio n . P ro ceed s se c tio n 2 .1 c o n tro lle d sto p s ig n . o ff­ 63 Figure 13 (continued) WHERE THEY OCCUR D R I V I N G T A SK REQ UIREM ENTS 3 .3 P ro ceed s ahead on o ff-ram p . 3 .3 On L ak e L a n s in g R oad e x i t tu rn in g r i g h t o n to Lake L a n sin g R oad. 4 .1 On A p p l e g a t e F o x c ro ft. c ro ssin g T u rn s r i g h t a t c o n tr o lle d in te r s e c tio n w ith sto p s ig n o n to f o u r - la n e d iv id e d h ig h w ay . 4 .1 it2 . T rack s in c e n te r of la n e T rack s in c e n te r of la n e . On a t w o - w a y , t w o - l a n e r e s i ­ d e n tia l s tr e e t, proceed s th ro u g h an u n c o n tr o lle d in te rse c tio n . 4 .2 Sam e a s 4 .1 . 4 .2 On A p p le q a te D e n n iso n . cro ssin g 4 .3 Sam e a s 4 .1 . 4 .3 On A p p le g a te M ill R oad. cro ssin g 5 .1 T rack s 5 .1 On S a g i n a w 5 .2 On S a g i n a w t u r n i n g o n t o N ew to n R o a d . 5 .3 N ew to n c r o s s i n g S a g in a w . 6 .1 On N e w to n a p p r o a c h i n g S a g in a w (M -7 8 ). in c e n te r Changes la n e s to la n e #1. T rack s 5 .2 in S ta c k s fro m c e n te r C hanges la n e s tio n la n e . N e g o tia te s m e d ia n . of v e h ic le if2 . it2 la n e tu rn in C o n tin u e s ah e ad on la n e , r u ra l ro ad . 6 .1 T rack s (M -7 8 ). it1 . d e c e le ra ­ 5 .3 in la n e of to le ft la n e O ld le ft in to m e d ia n . tw o - la n e S to p s a t i n t e r s e c t i o n w ith f o u r - l a n e d iv id e d h ig h w ay . w estb o u n d 64 Figure 13 (continued) D R I V IN G TA SK REQUIREMENTS 6 .2 P ro c e e d s fro m s to p a c r o s s fo u r- la n e , d iv id e d h ig h w a y . S to p s 6 .3 WHERE THEY OCCUR T rack s in m e d ia n on if g rav el rig h t P ro ceed s ahead tw o -w a y r o a d . F ig u re 13. on Sum m ary o f On N e w to n c ro ssin g S a g in a w . 6 .3 On N e w to n R o a d a n d t u r n i n g r i g h t o n to L ake L a n sin g Road. n ecessary . ro ad . S to p s a t c o n tr o lle d se c tio n . N e g o tia te s 6 .2 in te r­ tu rn . tw o -la n e , D riv in g T ask R e q u ire m e n ts li Chari*s o s~\ r? Traffic island. 3 Traffic signals. D Trees in median. MJLC. W tc T3 Double parked vehicles. Holes and dips in roadway. Buildings. 1.1 Narrow street. Note: ii Test Sequence 1 Urban— Business Figure 1.4. Fixed Hazards— Test Sequence 1 The direction of travel is from the bottom to the top of the page. 2.2 Driveways Intersections Stopped vehicles Traffic signals *c a 2.1 Test Sequence 2 Suburban Figure 15. Fixed Hazards— Test Sequence 2 Note: The direction of travel is from the bottom to the top of the page. U..JL. U l l Lining Ad. '_Z> Guardrail. Entrance ramp incline. Hill. Restricted vehicle crossover. Sharp curve. Stopped vehicles. Note: Test Sequence 3 Expressway Figure 16. Fixed Hazards— Test Sequence 3 The direction of travel is from the bottom to the top of the page. 4.3 Sharp curve. Parked cars. Multiple uncontrolled intersections. Driveways. Shrubs and trees. Note: Test Sequence 4 Suburban—Residential Figure 17. Fixed Hazards— Test Sequence 4 The direction of travel is from the bottom to the top of the page. Weak shoulders. Sharp curve. 5.2 Crossovers between roadway. Narrow median. Driveways. St Note: Test Sequence 5 Rural Divided Highway Figure 18. Fixed Hazards— Test Sequence 5 The direction of travel is from the bottom to the top of the page. Q> Driveways. Fence. Weak shoulders. Guardrail. Holes and dips in roadway. Gravel road. Trees and.bushes. Mailboxes. S a g i n a w M -7 8 G u ard rail Note: D r iv e w a y Test Sequence 6 Rural Road Figure 19. Fixed Hazards— Test Sequence The direction of travel is from the bottom to the top of the page. 71 conditions and hazards. fi*5 Figure 20 includes a summary of fixed hazards within each Test Segment and the general location of the fixed hazards in each Test Segment. Potential Hazards Potential hazards that were observed and identi­ fied are presented for each individual Test Sequence in Figures 21 through 26. Potential hazards can be anticipated and identified based upon observations of sources of traffic 66 and traffic situations and driver’s responses to them. A summary of potential hazards and the general location of their occurrence are included in Figure 27. Test Route Figure 28 traces the entire school bus test route from its beginning at the Kellogg Center to its end at the same point. The arrows illustrate directional travel over the entire route. The route began with a right turn from the Kellogg Center parking lot onto northbound Harrison Road and pro­ ceeded northbound to a right turn onto Michigan Avenue. From Michigan Avenue it merged onto eastbound Grand River F. Vanosdall and others, Michigan Road Test Implementation Pro.ject, Vol. II, Training Manual for Instructors and Examiners, (East Lansing7 Michigan State University, 1980), jT 13. 66Ibid. 72 Figure 20, T est Summary of Fixed Hazards Sequence is la n d T ra ffic sig n a ls in T est 2 1 d ip s B u ild in g s to to N arro w in in th e of M .A .C . A venue. fo r to C h a rle s and roadw ay and of rig h t once fro m th a t acro ss post W h ite h ills tra ffic 3 .1 G u a rd ra il In c lin e A lb e rt No 3 .2 to sh o u ld e r H ill R e stric te d 3.3 S h arp cu rv e V e h ic le s H ill th e Road n o r th b o u n d » l e f t o ffic e and tu rn l e f t th e m . to le ft to U .S . o b scu res e n tra n c e ram p on e n tra n c e ram p. Lake L an sin g v e h ic le in to th e o n to S a g in a w le ft. D riv e. th e o b scu res S tre e t. at th e tra ffic sig n a l sig n a ls. 3_____________M e r g e of in te rse c tio n . o b stru c t v is ib ility . V e h ic le s n o rth b o u n d w a itin g to tu r n r i g h t A b b o tt l i m i t v i s i b i l i t y to th e r i g h t . Sequence S t. d e liv e rie s. V e h ic le s so u th b o u n d w a itin g to o b s c u r e m o v in g t r a f f i c b e h in d T est S tre e t le ft. in to M u ltip le C h a rles roadw ay. 2__________________ A b b o t t D riv ew ay s to G ran d R iv e r A v en u e . v is ib ility stre e t le ft tw o -la n e Sequence R iv e r A venue l e f t c e n te r o b scu re th e In te rse c tio n 2.2 a t sto p p e d and T rees in m e d ia n V e h ic le s H o le s 1 .3 G ran d T ra ffic T rees 1.2 1 th e n o rth , r ig h t fro m o n to L ake L an sin g v is ib ility . o b scu res v i s i b i l i t y . R oad e x i t cro sso v er e x it 127 o n to S a g in a w on fo r a sh o rt d ista n c e . expressw ay. ram p. on le ft w a itin g to tu rn le ft th e le ft o b scu res v is i b ilit y . o n to L ake L a n sin g R oad. 73 Figure 20, continued T est A Sequence 4 W e stb o u n d A p p le g a te 1 S h arp P arked cu rv e cars M u ltip le on b o th lin e a h ill U n c o n tro lle d T rees to to and P ark ed cars Sequence tre e s rig h t tre e s and th e o b scu re to b o th sid e s to v is ib ility of th e th e le ft d riv e w a y s and sh a rp ly W eak s h o u l d e r to to b o th th e to th e se c tio n s le ft at D e n n iso n . ro ad w ay . h in d e r on d riv e w a y s b etw een o b scu re sid e s. S a g in a w , W eak s h o u l d e r rig h t le ft. o b scu re v i s i b i l i t y 5 of le ft o n to th e rig h t. th e th e O ld M i l l R oad. v is ib ility . sid e s rig h t of a t o f th e roadw ay. N e w t o n R o a d _____________ o b sc u rin g N ew to n R o a d . ro ad w ay . ro ad w ay . N arrow m e d ia n . D riv ew ay s 6 1 to to th e le ft. le ft on b o th th e B ushes th e th e and cars sid e s in te rse c tio n s to v is ib ility . in te rse c tio n s. and C ro sso v ers T est lim it S h ru b s to th e l e f t and t r e e s v i s i b i l i t y on F o x c ro ft. R oadw ay c u r v e s 5 .3 stre e t ro ad w ay . P ark ed 5 .2 th e th e D riv ew ay s 5 1 of of E v erg reen s T est sid e s b o th R oadw ay c u r v e s 4 .3 v is ib ility . u n c o n tro lle d D riv ew ay s 4 .2 lim its Sequence D riv ew ay s Fence to to th e 6 le ft N e w to n le ft th e and rig h t and Rd. rig h t a t c ro ssin g tru c k sto p S a g in a w , and rig h t d riv e -in o n to th e a te r. L ake L an sin g rig h t. o b scu res v is i b ilit y . W eak s h o s l d e r s . 6 .2 G u a rd ra il and parked w e stb o u n d S a g in a w . H o le s and d ip s in v e h ic le s roadw ay. a t tru c k sto p o b scu re v is ib ility to 74 F ig u re 6 .3 20, c o n tin u e d C h u c k h o le s, T rees and g rav el bushes M a ilb o x e s g row T rees to c lo se th e to th e w eak b o th sh o u ld e rs sid e s and o b sc u rin g o th e r hazard s. d riv e w a y s. th e edge of th e roadw ay. a t th e approach fro m th e in te rse c tio n of th e in te rse c tio n o b stru c ts rig h t sim ila r sid e s. to le ft D riv ew ay a c r o s s R oad. T ree lin e on b o th T rees ro ad , a t to L ake L a n sin g R oad. N ew to n a n d L ake L a n sin g v is ib ility . Chart** o t S < Pedestrians, bicyclists and moving vehicles. r? Westbound traffic. Oncoming and cross traffic. a, ■a MAC. r~\ 1.1 ii ii Test Sequence 1 Urban— Business Figure 21. Potential Hazards--Test Sequence 1 Buses. Note: The direction of travel is from the bottom to the top of the page. 2.2 Turning vehicles. Bicyclists and pedestrians. O' Note: 2.1 The direction of travel is from the bottom to the top of the page. Test Sequence 2 Suburban Figure 22. Potential Hazards— Test Sequence 2 J_1 Lli« UwtoQfld, ID C DID) Vehicles on entrance ramp. High speed vehicles. Disabled vehicles on expressway. Cross traffic. Note: Test Sequence 3 Expressway Figure 23. Potential Hazards— Test Sequence 3 The direction of travel is from the bottom to the top of the page. Children, animals and pedestrians. Cross traffic. N —- Vehicles in driveways. Ftmolt Note: Test Sequence 4 Suburban—Residential Figure 24. Potential Hazards— Test Sequence 4 The direction of travel is from the bottom to the top of the page, Vehicles from the rear. Vehicles in driveways. Bicyclists and pedestrians. High speed cross traffic. 5.2 Turning vehicles. Cross traffic. Note: Z Test Sequence 5 Rural Divided Highway Figure 25. Potential Hazards--Test Sequence 5 The direction of travel from the bottom to the top of the page. Pedestrians and bicyclists. Vehicles in driveways, Vehicles from rear. Cross traffic. Turning vehicles. Note: T est S eq u en ce 6 R u ra l R o a d Figure 26. Potential Hazards— Test Sequence 6 The direction of travel is from the bottom to the top of the page. 81 Figure 27. T est 1 1 Summary of Potential Hazards Sequence 1__________________G r a n d P e d e s tria n s o r b ic y c lis ts s id e o f th e roadw ay. D riv ers tu rn in g V e h ic le s 1.2 a p p ro a c h in g W e stb o u n d tra ffic P e d e stria n s V e h ic le s and V e h ic le s C ars T est 2 1 3 1 and or fro m east th e c ro ssin g C h a rles C h a rle s w a itin g o n to in m e d ia n A lb e rt o n to C h a rles C h a rle s fro m A lb e rt V e h ic le s tu rn in g fro m W h ite h ills b ic y c lists V e h ic le s tu rn in g Sequence 3________ M e r g e V e h ic le s p a ssin g P a ssin g in to on tra ffic at D isa b le d v e h ic le s n o rth on le ft S t. o n to S a g in a w . d riv e w a y s. D riv e o n to A b b o tt. to U .S . v a rio u s 127 en tra n c e th e A b b o tt in c ro ssw a lk . c h a n g in g th e rig h t o n to L ake L a n sin g ram p. la n e s speeds on fro m th e la n e ram p . expressw ay . speeds on e i th e r u sin g n o rth , ex p ressw ay . v a rio u s on E m erg en cy v e h i c l e s cro ssin g b u sin e sse s. th e on a t V e h ic le s R iv e r. tra ffic . on expressw ay v e h ic le s rig h t roadw ay. A b b o tt Road V e h i c l e s m o v in g or S t. fro m V e h ic le s o n G ran d proceed A b b o tt speed le ft S t. cro ssin g rig h t to o n to and th e S t. tu rn in g P e d e stria n s on S t . _________ S t. V e h ic le s th e C h a rle s MSU c a m p u s . Road n o r th b o u n d , on to R iv e r. b ic y c lists le ft rig h t o n to rig h t proceed 2_________________ A b b o t t H ig h 3.2 G ran d to m o v in g Sequence S o u th b o u n d T est th e b ic y c lists tu rn in g B ic y c lists 2.2 on rig h t tu rn in g P e d e s tria n s o r w id e on A venue l e f t and v e h ic le s b ic y c lists tu rn in g V e h ic le s and C h a rle s. 1 .3 sh o rt R iv e r on th e expressw ay . sh o u ld e r. re stric te d cro sso v er. #2 to la n e #1. 82 Figure 27 (continued) T ra ffic to th e rear, O th e r v e h i c le s 3 .3 T ra ffic C ro ss T est a n im a ls and and ram p to L ake L a n sin g T rees and b u sh es h id e C ross tra ffic D e n n iso n T rees tre e s at b a c k in g o b scu re out p o te n tia l of p o te n tia l c h ild re n , e m e rg in g tra ffic on fro m and in h azards. roadw ay. e m e rg in g and V e h ic le s u sin g V e h ic le s in le ft tra ffic on V e h ic le s o n N e w to n , V e h ic le s in in to V e h ic le s in m e d ia n V e h ic le s e m e rg in g and on a n im a ls in th e roadw ay. o n to rig h t on N e w t o n R o a d __________________ S ag in a w . roadw ay. to th e S a g in a w cro ssin g m e d ia n w a itin g S a g in a w le ft cro sso v ers o r m o v in g and d riv e w a y s. p e d e stria n s th e in te rse c tio n s. R oad. V e h ic le s fro m u n c o n tro lle d d riv e w a y s. O ld M i l l rear, o th e r b ic y c lists to th e h azard s. hazard s. V e h ic le s W e stb o u n d p o te n tia l d riv e w a y s. 5 ________________ S a g i n a w , speed h id e on F o x c ro ft. Sequence H ig h Rd. Road. p e d e stria n s tra ffic B ic y c lists 5.3 e x it on L ake L a n sin g C ross C ross 5 .2 fro m bushes e x it. expressw ay. ro ad , in V e h ic le s 5 .1 d u rin g C urve P e d e s tria n s, T est le ft 4 ________________ W e s t b o u n d A p p l e g a t e V e h ic le s 4 .3 le ft and Sequence C h ild re n , 4 .2 e x itin g tu rn in g tra ffic rig h t to e x e c u te a d e c e le ra tio n in la n e U -tu rn . la n e . if1 . S a g in a w w i t h o u t w a i t i n g tu rn o n to N e w to n o r fo r cro ss tra ffic . S ag in a w . tra ffic . h e a d in g fro m so u th b o u n d tru c k sto p and o n N e w to n . d riv e -in o n N e w to n . 83 Figure 27 (continued) T est Sequence 6 N e w to n R d. P e d e s tria n s V e h ic le s D riv e rs 6 2 C ross tu rn in g aw are tra ffic V e h ic le s V e h ic le s L arge V e h ic le s C ro ss and to S ag in a w , tru c k rig h t o n to N e w to n . fro m rear w hen s to p p in g . on Lake L a n sin g S a g in a w . in m e d ia n w a itin g tra ffic fro m tu rn in g to le ft cro ss o n to th e g rav el road. rear as th e d riv e r p rep ares on L ake L a n sin g le ft S a g in a w . N ew to n sta c k e d d riv e w a y s. in tu rn in g rig h t sto p . h o le s th e tra ffic V e h ic le s on e m e rg in g to or of v e h ic le s S a g in a w d ip s roadw ay le ft sto p p e d E astb o u n d m e d ia n . 6 c ro ssin g c ro ssin g or rig h t R oad. o n to N e w to n . to sto p . in LANSING ^ 1 ^ 1 i l l l l l l * " W " T l 1‘ . . " ) ' -“ ~ o l ^ i ' £ ^ | ^ g s ^ trrE z J h t JOJfesfe=- _L ffi9g«nilu{8flBL IHShdMt s ^ c s 1* * s a S S s w iiPli sp m “ i l — lijn rl.llv ’s. Jl“^ ^ " i!“j ! « ^ Figure 28. Test Route Map -iilI =S^i'.""i: 85 Avenue and continued with a left turn onto Charles Street, followed by another left turn onto Burcham Drive. The route then proceeded west on Burcham to Abbott Road, turned right onto Abbott, then left onto Saginaw Street, right at the U.S. 127 entrance, and merged onto U.S. 127 northbound. It followed U.S. 127 to the Lake Lansing Road exit where it exited, turned right on Lake Lansing Road and right again onto H a g a d o m Road. From Hagadorn, it turned right onto Applegate, left onto Hitching Post Road, and left again onto east-bound Saginaw Street, The route then proceeded east on Saginaw Street and turned left onto northbound Newton Road. From Newton Road, using Towner Road as a turnaround point, it reversed direction to continue ahead on southbound Newton Road. It followed Newton Road to Lake Lansing Road where it turned right. The route proceeded west on Lake Lansing Road, turned left onto westbound Saginaw Street and followed Saginaw to southbound Harrison Road. It turned onto Harrison and proceeded ahead to a left turn back into the Kellogg Center parking lot. Satisfactory Observable Driving Behaviors Satisfactory observable driving behaviors for each Test Sequence are presented in Figures 29 through 34. Following the identified satisfactory observable driving 1 .3 A c c e le ra te s sm o o th ly g ro u p S e le c ts gap in t r a f f i c . S earches a l l d ire c tio n s Charles and r ig h t. S to p s w here v i s i b i l i t y gap. e s p e c ia lly is c le a r. D e c e le ra te s fo r sto p s ig n . C o n tin u e s s e a r c h e s p e c ia ll y S te e rs 1 .2 in to la n e , le ft ahead. a c c e le ra te s A c c e le r a te s ah e a d w hen c r o s s S to p s f o r c r o s s t r a f f i c . sm o o th ly . t r a f f i c p e rm its. S earc h es f o r gap in c ro s s t r a f f i c . S earch es e s p e c ia lly ahead and r i g h t . T u rn s l e f t to p r o p e r p o s i t i o n i n m e d ia n . D e c e le r a te s f o r l e f t t u r n i n t o m e d ia n . A c tiv a te s l e f t tu rn s ig n a l. S earch es a l l d ir e c tio n s e s p e c ia lly ahead and le ft. 1 .1 D oes n o t i n t e r f e r e w ith th e flo w of tra ffic . T rack s in la n e #1. S t e e r s sm o o th ly to la n e #1. A d ju sts speed f o r t r a f f i c c o n d itio n s . A c tiv a te s l e f t tu rn s ig n a l. S earches a l l d ir e c tio n s sy ste m a tic a lly e s p e c ia lly l e f t and l e f t r e a r . C e n t e r s v e h i c l e i n l a n e //2 . Test Sequence 1 Urban— Business Figure 29. N o te : The d i r e c t i o n o f t r a v e l i s fro m b o tto m to th e to p o f th e p a g e . Satisfactory Observable Driving Behaviors -Test Sequence 1 th e 2 .2 T rack s in c e n te r o f la n e #1. A c c e le r a te s sm o o th ly . S tr a ig h te n s and c e n te r s v e h ic le in la n e //l. T u rn s l e f t sm o o th ly i n t o la n e #1. W a its f o r o n co m in g t r a f f i c t o c l e a r . A c c e l e r a te s fro m s to p o r c o n tin u e s th r o u g h i n t e r ­ s e c tio n in ac c o rd a n c e w ith t r a f f i c o r t r a f f i c c o n tro ls. S earch es c o n tin u o u sly in a l l d ir e c tio n s e s p e c ia lly ahead and r i g h t . 2 .1 a, D e c e le r a te s sm o o th ly to s to p i f r e q u ir e d by r e d s i g n a l o r d e c e l e r a t e s sm o o th ly i n p r e p a r a t i o n o f n ex t ta sk . A c tiv a te s l e f t tu rn s ig n a l. D oes n o t c a u s e o b s e r v a b le i n t e r f e r e n c e w ith flo w of tra ffic . A c c e le ra te s o r d e c e le r a te s a s n e c e ssa ry to e n te r gap in la n e //l. 7.i S earc h es l e f t and l e f t r e a r . A c tiv a te s l e f t tu rn s ig n a l. S earches a l l d ir e c tio n s e s p e c ia lly le ft and r e a r . T est S eq u en ce 2 S u b u rb a n N o te : Figure 30. The d i r e c t i o n o f to p o f th e p a g e . tra v e l Satisfactory Observable Driving Behaviors— Test Sequence 2 is fro m th e b o tto m to th e ! ! I l i U l m l n g BA 3 .3 C e n te rs v e h ic le in la n e //2 . A c c e le r a te s sm o o th ly an d t u r n s r i g h t . S earches a l l d ir e c tio n s e s p e c ia lly l e f t . S to p s a t i n t e r s e c t i o n in r e l a t i o n to v is u a l re q u ire m e n ts. 13 A c tiv a te s r ig h t D e c e le ra te s fo r tu rn sto p sig n a l. sig n . S te e r s sm o o th ly to la n e #2. S earc h es r e a r and r i g h t r e a r . 3 .2 T rack s in c e n te r S earches r e a r . of d e c e le ra tio n la n e . D e c e le ra te s a t r a te re q u ire d by c o n d itio n s . S te e r s sm o o th ly to d e c e l e r a t i o n l a n e . A c tiv a te s r ig h t tu rn s ig n a l. M a i n t a i n s p o s i t i o n i n l a n e //2 . S earches a l l d ir e c tio n s s y s te m a tic a lly e sp e c ia lly 3 .1 rear and r i g h t r e a r . C o n tin u e s ah ead a t sp e ed s u i t a b l e f o r c o n d itio n s . D oes n o t i n t e r f e r e w ith flo w o f t r a f f i c . A c c e le r a te s sm o o th ly and s u i t a b l y f o r c o n d i tio n s . M erg es i n l a n e #2 u s in g a c c e l e r a t i o n l a n e . A c tiv a te s l e f t tu rn s ig n a l. S e a rc h e s a l l d i r e c t i o n s e s p e c i a l l y l e f t and le ft T est S eq u en ce 3 E x p re ssw a y Figure 31. N o te : rear. The d i r e c t i o n of to th e th e to p of Satisfactory Observable Driving Behaviors— Test Sequence 3 tra v e l page. is fro m th e b o tto m 4.3 Same as 4.1. Searches all directions especially left and ahead. 4.2 Same as 4.1. 4.1 Accelerates gradually. Searches systematically left and right. Continues to reduce speed. Maintains lane position. Decelerates gradually. Searches systematically all directions especially left and right. So u lT ig ala N — « Note: The direction of travel is from the bottom to the top of the page. T est S equence 4 S u b u r b a n — R e sid e n tia l Figure 32. Satisfactory Observable Driving Behaviors--Test Sequence 4 00 VO 5 .3 C o n tin u e s ahead and m a in ta in s la n e p o s i t i o n . A c c e l e r a t e s sm o o th ly t o 2 - l a n e r o a d w hen t r a f f i c p e rm its. S to p s a t y ie ld s ig n A c c e le ra te s p e rm its. S earches a l l 5 .2 if th e re th ro u g h y ie ld d ire c tio n s is sig n cro ss if e s p e c ia lly tra ffic . tra ffic r ig h t and ah ead . T u rn s l e f t a t lo w s p e e d i n t o m e d ia n . S earch es ahead and r i g h t . C o n tin u e s d e c e l e r a ti o n . S te e r s sm o o th ly to d e c e l e r a t i o n l a n e . A c tiv a te s l e f t tu rn s ig n a l. B e g in s d e c e l e r a t i o n b e f o r e e n t e r i n g d e c e l e r a t i o n la n e . S earches a l l d ir e c tio n s . 5 .1 M a in ta in s speed S te e r s sm o o th ly s u ita b le fo r c o n d itio n s. to th e l e f t and c e n te rs v e h ic le in la n e #1. S earch es r e a r and l e f t 5.1 A c tiv a te s M a in ta in s l e f t tu rn s ig n a l. ste a d y speed. S earches l e f t N o te : T est S eq u en c e 5 R u r a l D iv id e d H i g h w a y Figure 33. and r e a r. The d i r e c t i o n th e to p rear. of th e of tra v e l page. Satisfactory Observable Driving Behaviors— Test Sequence 5 is fro m th e b o tto m to 6.3 A c c e le ra te s ahead. C e n te rs v e h ic le i n la n e . T u rn s r i g h t sm o o th ly . A c c e le r a te s sm o o th ly . W a its f o r c r o s s t r a f f i c . S earch es e s p e c ia lly l e f t and r i g h t . S to p s f o r s ig n w here v i s i b i l i t y i s c l e a r . B e g in s s e a r c h l e f t an d r i g h t . A c tiv a te s r ig h t tu rn s ig n a l. D e c e le r a te s sm o o th ly an d g r a d u a lly . M a in ta in s s y s te m a tic s e a rc h o f d riv e w a y s. R educes sp eed and s t e e r s aro u n d c h u c k h o le s . S earches ahead to g ra v e l ro ad . P ro c e e d s a h e a d sm o o th ly . D oes n o t i n t e r f e r e w ith c r o s s t r a f f i c . S to p s a t y ie ld s ig n i f th e r e i s c r o s s t r a f f i c . A c c e le ra te s th ro u g h y ie ld s ig n i f t r a f f i c p e rm its. S earch es c o n tin u o u sly e s p e c ia lly r i g h t and ah ead . W a its f o r v e h i c l e i n m e d ia n . A c c e le r a te s sm o o th ly th ro u g h gap a t r a t e s u ita b le f o r ro ad and t r a f f i c c o n d itio n s . W a its f o r gap i n t r a f f i c . S earch es c o n tin u o u sly e s p e c ia lly l e f t and ahead. C.1 Test S equence 6 R ural R o ad Figure 34. Satisfactory Observable Driving Behaviors— Test Sequence 6 S to p s w here v i s i b i l i t y i s c l e a r . M a in ta in s la n e p o s it io n . D e c e le ra te s g ra d u a lly . S earches a l l d ir e c tio n s s y s te m a tic a lly , Note : The d i r e c t i o n to p of of th e page. tra v e l is from th e b o tto m to th e 92 behaviors for each Test Sequence, Figure 35 summarizes these for individual Test Segments and includes the loca­ tion on the test route where the satisfactory behaviors occur. Standardized Directions Figures 36 through 41 present the standardized directions verbally given the driver for proceeding through each Test Sequence. Standardized directions for the entire test route are shown in Figure 42. These directions include those for between Test Sequences as well as those within Test Sequences. are titled. Directions within individual Test Sequences The appropriate location for giving the direction to a driver is also included. Rating Form Figure 43 illustrates the rating form to be used for rating driver performance in the Test Segments on the test route. The "satisfactory/unsatisfactory" criteria are listed as a brief guideline for the trained evaluator to use as a reference. The pattern score is placed on the left side of the form, the three element scores (search, speed control and direction control) to the right. Also included on the form is the general location of each Test Segment where behaviors are occurring and are to be rated. 93 Figure 35. Summary of Satisfactory Observable Driving Behaviors S A T IS F A C T O R Y D R I V I N G B E H A V IO R S 1 .1 C e n te rs v e h ic le in la n e WHERE THEY OCCUR #2. 1 .1 On G r a n d R iv er A venue. 1 .2 On G ra n d R i v e r t u r n i n g l e f t o n to C h a rle s . 1 .3 On C h a r l e s , t h e n in g A lb e rt. S earch es a l l d ire c tio n s e s p e c ia lly l e f t and r e a r . A c tiv a te s le ft A d ju sts speed c o n d itio n s. tu rn fo r S te e rs sm o o th ly T rack s in la n e tra ffic to la n e if1 . w ith th e #1. D oes n o t i n t e r f e r e of tra ffic . 1 .2 sig n a l. flo w S earches a l l d ire c tio n s e s p e c ia lly ahead and l e f t . A c tiv a te s le ft D e c e le ra te s m e d ia n . tu rn for T u rn s l e f t to i n m e d ia n . le ft proper sig n a l. tu rn in to p o s itio n S earches a l l d ire c tio n s e s p e c ia lly ahead and r ig h t. S earch es S to p s 1 .3 for fo r gap cro ss in cro ss tra ffic . tra ffic . A c c e le ra te s ahead tr a f f ic p e rm its. w hen c r o s s S te e rs in to sm o o th ly . a c c e le ra te s C o n tin u e s ahead. la n e , search , D e c e le ra te s fo r e sp e c ia lly sto p sig n . S to p s w h ere v i s i b i l i t y is c le a r. S earch es a l l d ire c tio n s e s p e c ia lly l e f t and r ig h t. S e le c ts gap A c c e le ra te s in cro ss sm o o th ly tra ffic . th ro u g h gap. cro ss- 94 Figure 35 (continued) WHERE THEY OCCUR SATISFACTORY DRIVING BEHAVIORS 2 .1 S earch es a l l d ir e c tio n s e s p e c ia lly l e f t and r e a r A c tiv a te s S earch es le ft le ft tu rn and 2 .1 On A b b o t t a p p r o a c h i n g S a g in a w . 2 .2 On A b b o t t t u r n i n g o n to S a g in a w , sig n a l. le ft rear. A c c e le ra te s o r d e c e le ra te s a s n e c e s sa ry to e n te r a gap in la n e #1. S te e r s sm o o th ly to c e n te rs v e h ic le . la n e #1 an d D oes n o t c a u s e o b s e rv a b le I n t e r ­ f e re n c e w ith flo w o f t r a f f i c . A c tiv a te s le ft tu rn sig n a l. D e c e le r a te s sm o o th ly to s to p I f re q u ire d by red sig n a l o r d e c e l e r a t e s sm o o th ly i n p r e p a ­ r a tio n of n ex t ta sk . 2 .2 S earch es c o n tin u o u sly a l l d ir e c ti o n s e s p e c i a l l y ah ead and rig h t. le ft A c c e le r a te s fro m s to p o r con­ tin u e s th ro u g h i n t e r s e c t i o n in ac co rd an c e w ith t r a f f i c o r tr a f f ic c o n tro ls. W a its f o r c le a r. T u rn s o n co m in g sm o o th ly to S tra ig h te n s and in la n e #1. A c c e le ra te s T rack s 3 .1 in tra ffic la n e it1 . c e n te rs v e h ic le sm o o th ly . c e n te r of la n e itl. S earch es a l l d ire c tio n s e s p e c ia lly r i g h t and r e a r . A c tiv a te s to le ft tu rn sig n a l. A c c e le r a te s sm o o th ly and s u ita b ly fo r c o n d itio n s. 3 .1 On U . S . 127 o n -ram p , 95 Figure 35 (continued) SATISFACTORY DRIVING BEHAVIORS WHERE THEY OCCUR M erg es i n t o la n e #2 u s in g a c c e le ra tio n la n e . D oes n o t flo w o f in te rfe re tra ffic . C o n tin u e s su ita b le 3 .2 w ith ahead a t speed fo r c o n d itio n s. S earch es a l l d ire c tio n s e s p e c ia lly r ig h t and r e a r. M a in ta in s p o sitio n A c tiv a te s rig h t in. in tu rn S t e e r s sm o o th ly tio n la n e . to S earch es S earch es rear 3 .3 On L a k e L a n s i n g R o a d e x i t tu r n in g r i g h t o n to Lake L a n sin g R oad. 4 .1 On A p p l e g a t e F o x c ro ft. la n e sig n a l. su ita b le A c tiv a te s a t to of and sm o o th ly d e c e le ra ­ rig h t rear. if2 , in to la n e for sto p sig n . rig h t tu rn sig n a l. D e c e le ra te s S to p s tio n On U . S . 1 2 7 a n d a p p r o a c h ­ in g L ak e L a n s in g Road e x it. rear. T rack s in c e n te r tio n la n e . S te e rs 3 .2 d e c e le ra ­ D e c e le ra te s a t r a te fo r c o n d itio n s. 3 .3 th e I n te r s e c tio n in r e la ­ v is u a l re q u ire m e n ts. S earches a l l d ire c tio n s e s p e c ia lly le f t . A c c e le ra te s rig h t. C e n te rs 4 .1 sm o o th ly v e h ic le In and la n e tu rn s if2. S earches a l l d ire c tio n s e s p e c ia lly l e f t and r ig h t. D e c e le ra te s g ra d u a lly . M a in ta in s la n e C o n tin u e s to p o sitio n . red u ce speed. c ro ssin g 96 Figure 35 (continued) SATISFACTORY DRIVING BEHAVIORS S earch es s y s te m a tic a lly and r ig h t. A c c e le ra te s WHERE THEY OCCUR le ft g ra d u a lly . 4 .2 Sam e a s 4 .3 S earches a l l d ire c tio n s e s p e c ia lly l e f t and ah ead . Sam e a s 5 .1 4 .1 . 4 .2 On A p p l e g a t e D e n n iso n . c ro ssin g 4 .3 On A p p l e g a t e c r o s s i n g O ld M i l l R oad 5 .1 On S a g in a w 5 .2 On S a g i n a w t u r n i n g o n t o N ew to n R o a d . 5 .3 On N e w to n c r o s s i n g w e s t ­ bo u n d S a g in a w (M -7 8 ). 4 .1 S earches a l l d ire c tio n s e s p e c ia lly l e f t and r e a r . M a in ta in s ste a d y A c tiv a te s le ft S earch es le ft (M -7 8 ) speed. tu rn and sig n a l. rear. S te e r s sm o o th ly to th e l e f t and c e n te rs v e h ic le in la n e //l. M a in ta in s sp eed c o n d itio n s. 5 .2 S earch es a ll su ita b le fo r d ire c tio n s B e g in s d e c e l e r a t i o n b e f o r e e n te rin g d e c e le ra tio n la n e . A c tiv a te s le ft S t e e r s sm o o th ly tio n la n e . C o n tin u e s tu rn sig n a l. to d e c e le ra ­ le ft d e c e le ra tio n . S earch es a l l d ir e c tio n s e s p e c ia lly ahead and r ig h t. T u rn s l e f t m e d ia n . 5 .3 a t lo w speed in to S earch es a l l d ir e c tio n s e s p e c ia lly ahead and r ig h t. A c c e le ra te s th ro u g h y ie ld sig n i f t r a f f i c p e rm its. S to p s a t y ie ld tr a f f ic . sig n for cross 97 Figure 35 (continued) SATISFACTORY DRIVING BEHAVIORS WHERE THEY OCCUR A c c e le r a te s sm o o th ly to 2 - la n e ro a d w hen t r a f f i c p e rm its. C o n tin u e s ah ead la n e p o s itio n . 6 .1 and m a in ta in s S earches a l l d ir e c tio n s sy ste m a tic a lly . D e c e le ra te s sto p s ig n . M a in ta in s g ra d u a lly la n e 6 .1 On N e w to n a p p r o a c h i n g S a g in a w . 6 .2 On N ew to n c r o s s i n g S a g in a w . to p o sitio n . S to p s w h ere v i s i b i l i t y i s c l e a r In b o th d ir e c tio n s l e f t and rig h t. 6 .2 S earch es c o n tin u o u sly e s p e c ia lly l e f t and a h e a d . W a its for cro ss tra ffic . A c c e le r a te s sm o o th ly th ro u g h gap a t r a t e s u it a b le f o r ro ad and t r a f f i c c o n d itio n s . W a its fo r v e h ic le in m e d ia n . S earch es c o n tin u o u sly e s p e c ia lly r ig h t and A c c e le ra te s if tra ffic th ro u g h y ie ld p e rm its. S to p s a t y ie ld tra ffic . sig n D oes n o t i n t e r f e r e tra ffic . P ro ceed s 6 .3 ahead. ahead S earch es ahead sig n fo r cro ss w ith cro ss sm o o th ly . to g rav el R educes sp eed and . . . n ro u n d h o le s* ste e rs road. M a in ta in s s y s te m a tic o f d riv e w a y s. search D e c e le ra te s g ra d u a lly . and A c tiv a te s sm o o th ly rig h t tu rn sig n a l. 6 .3 On N ew to n a n d Road, o n to tu rn in g 98 F ig u re 35 (c o n tin u e d ) S A T ISF A C T O R Y D R I V I N G B E H A V IO R S B e g in s s e a r c h rig h t. le ft S to p s f o r s to p v is ib ility is S earches W a its fo r le ft and s ig n w here c le a r. and cro ss rig h t. tra ffic . A c c e le ra te s sm o o th ly . T u rn s sm o o th ly . rig h t C e n te rs v e h ic le A c c e le ra te s in ahead. la n e . WHERE THEY OCCUR Charles Proceed ahead onto Grand River Avenue and at the third street turn left. MAC. Proceed ahead on this street until I give you further directions. Note: Test Sequence 1 Urban— Business Figure 36. Standardized Directions— Test Sequence 1 The direction of travel is from the bottom to the top of the page. VO VO 7.1 2.1 Note: Test Sequence 2 Suburban Figure 37. Standardized Directions— Test Sequence 2 The direction of travel is from the bottom to the top of the page. 100 At the traffic light, turn left. ! ! L ... t»l« limiflQ Ri. .D crj Just ahead, turn right onto U.S. 127 North to Clare, Take the next exit and turn right. Note: The direction of travel is from the bottom to the top of the page. Test Sequence 3 Expressway Figure 38. Standardized Directions— Test Sequence 3 4.3 At the end of this street turn left and proceed to the end of that street and turn left. The direction of travel is from the bottom to the top of the page. N 4,1 Test Sequence 4 Suburban—Residential Figure 39. Standardized Directions— Test Sequence 4 102 Note: The next intersection is Newton Road. Turn left onto Newton Road. The direction of travel is from the bottom to the top of the page. 5.1 Test Sequence 5 Rural Divided Highway Figure 40. Standardized Directions--Test Sequence 5 103 Note: 5.2 -r^vT Proceed ahead to the end of this road“and turn right. m J'-i. V Note: r : fl _ lu ln tiiU r I ■ I :o The direction of travel is from the bottom to the top of the page. S««tniw M 7I I ft.1 1 r~ Test Sequence 6 Rural Road Figure 41. Standardized Directions— Test Sequence 6 105 Figure 42. L e a v in g Standardized Directions K e llo g g sig n a l C e n te r: and tu rn "T u rn rig h t ---------------------------------------Ju st befo re th e tu rn Im m e d ia te ly p rio r p rio r ahead a fte r th e stre e t to sto p Ju st p ro ceed east to th e f irs t tra ffic o n M ic h ig a n A v e n u e ." o n to of M ic h ig a n A venue G rand R iv er a n d G ran d A venue and a t th e R iv er A venue: th ird stre e t, le ft." th is Ju st to proceed T E S T SEQUENCE 1 in te rse c tio n "P roceed rig h t, th e th e tra ffic u n til tu rn I tu rn tu rn S tre e t: you fu rth e r d ire c tio n s ." "P roceed of C h a rles and B urcham of B urcham and A b b o tt R oad: rig h t ----------------------------------------On A b b o t t j u s t C h a rles ahead S tre e ts: "A t on th e le ft." in te rse c tio n lig h t, o n to g iv e in te rse c tio n sig n , to le ft and proceed ahead in "A t th e rig h t th e la n e ." T E S T SEQUENCE 2 b efo re W h lte h ills D riv e: "A t th e tra ffic lig h t, tu rn le ft." On S a g i n a w a fte r u n til I c o m p le tin g g iv e you th e fu rth e r ----------------------------------------On S a g in a w ju st tu rn O nce th e O nce th e tu rn : "P ro ceed ahead d ire c tio n s ." tra ffic U .S . 127 is sig n a l N o rth U .S . 127 o n to L ake L a n sin g a t to C o o lid g e : "Just ahead, C la re ." c o m p le te d : "T ake th e next e x it and rig h t." rig h t ahead T h e re m ay b e th e o n to m erg e o n to tu rn le ft T E S T SEQUENCE 3 befo re rig h t p re v io u s tu rn on L ake L an sin g a L an sin g need to R oad. d ire c t Road Road u n t i l th e bus I is c o m p le te d : g iv e d riv e r a t "P ro ceed you fu rth e r d ire c tio n s ." th e jo g Lake fo r 106 Figure 42 (continued) Ju st b efo re th e th e Lake L a n sin g tra ffic sig n a l, Rd. and tu rn H ag ad o rn rig h t, th e n Road in te rse c tio n : rig h t a g a in a t th e "A t f irs t s tre e t." ---------------------------------------On A p p l e g a t e of a fte r th is th a t Just before T E S T SEQUENCE 4 th e p re v io u s s tre e t, s tre e t th e and tu rn le ft tu rn le ft." in te rse c tio n sto p sig n g iv e you tu rn rig h t le ft fu rth e r ju st past th e in te rse c tio n Im m e d ia te ly a fte r rig h t to is head P ost and c o n tin u e on sig n a l th is The r e t u r n At ro ad to K e llo g g th e lig h t Ju st th e and tra ffic R e tu rn to end S a g in a w : e a stb o u n d of "A t th e u n til I th e tu rn U se L ake L an sin g T u rn le ft o n to N ew to n : T ow ner R oad o n to to R oad: "T he n e x t N e w to n R o a d ." "Just tu rn ahead on th e around in order to th e end of "A t th e tra ffic T E S T SEQUENCE 6 th e tu rn -a ro u n d : tu rn "P ro ceed ahead rig h t." C e n te r: le ft b efo re 1-6 9 th e end on N e w to n ." in te rse c tio n tu rn a t N ew to n R o a d . Tow ner R oad. fo llo w in g and to th e T E S T SEQUENCE 5 ---------------------------------------------------Im m e d ia te ly ahead "A t d ire c tio n s ." c o m p le tin g so u th c o m p le te d : proceed H itc h in g tra ffic in and is of ---------------------------------------------------On 1 - 6 9 tu rn th e and of Lake L a n sin g proceed In te rse c tio n lig h t, K e llo g g tu rn C e n te r le ft ahead of and p a rk in g on and S a g in a w : S a g in a w ." S a g in a w a n d pro ceed lo t w ith H arriso n Road: a h e a d ." a le ft tu rn . "A t Figure 43. Rating Form, SCHOOL BUS ROAD TEST P erfo rm an ce on: T E S T SEQUENCE 1 1 .1 T e s t Segm ent P erfo rm an ce S earch Speed Direction C o n tro l C o n tro l E a stb o u n d G rand R iv e r A venue u S O n ly l o o k s a h e a d ; m a tc h s p e e d ; la n e f a i l s to change S U S U S U S U S U S U S U S U S Looks in a l l d ir e c tio n s ; m a tc h e s sp e e d ; la n e ch an g e a b ru p t. sm o o th . 107 G ran d R i v e r A venue a n d C h a r l e s S tre e t S U F a ils to se arch a l l d ire c ­ tio n s ; in te r f e r e s w ith tr a f f ic ; poor p o sitio n in m e d ia n . C h a rles U S earches a l l d ire c tio n s ; s t a c k s i n m e d ia n ; c r o s s e s th ro u g h gap w ith o u t i n t e r ­ f e r in g w ith t r a f f i c . S tre e t and A lb e rt S tr e e t U F a ils to se a rc h a l l d ir e c ­ tio n s ; f a i l s to sto p f o r s ig n ; i n t e r f e r e s w ith tra ffic . S S earches s y s te m a tic a lly ; speed and d i r e c t i o n a p p r o p r ia t e to o th e r tra ffic . Figure 43 (continued) P erfo rm an ce o n : T EST SEQUENCE 2 2 .1 .T e st Segm ent P e rfo rm a n c e D ire c tio n C o n tro l N o rth b o u n d A b b o tt Road S U Looks o n ly a h e a d ; f a i l s to a d ju s t speed fo r c o n d itio n s; la n e change a b ru p t. 2 .2 Speed C o n tro l S earch L e f t T urn o n to S ag in a w U S U S U Looks l e f t and r e a r ; a c c e le ra te s g ra d u a lly ; c e n te rs v e h ic le in la n e ; c h a n g e s la n e s sm o o th ly . (M -78) U U F a ils to se a rc h ahead; tu r n s and a c c e le r a te s je r k ily ; sto p s a b ru p tly . S earch es c o n tin u o u sly ; sto p s g ra d u a lly ; tu rn s and a c c e le r a te s sm o o th ly . U S Figure 43 (continued) P erfo rm an ce on: Speed TEST SEQUENCE 3 3 .1 U .S . T e s t Segm ent P erfo rm a n c e 127 N o r t h O n-ram p U F a ils D ire c tio n C o n tro l C o n tro l S earch S to search le ft and r e a r; a c c e le ra te s a b ru p tly ; in t e r f e r e s w ith t r a f f i c ; U S U S U U S U S U U S U S U S earch es c o n tin u o u sly ; a c c e l e r a t e s sm o o th ly ; ch a n g es la n e s sm o o th ly , changes la n e s a b ru p tly . 3 .2 U .S . 127 N o rth b o u n d o n to L ake L a n sin g Road E x i t U F a ils fa ils S to to search re a r; a d ju st speed; a b ru p t la n e 3 .3 change. S earches s y s te m a tic a lly ; a d ju s ts speed; changes la n e s sm o o th ly . R ig h t T u rn o n to L a k e L a n s in g Road U F a ils to se a rc h a l l d ir e c tio n s ; tu r n s and a c c e le r a te s j e r k i l y ; i n t e r f e r e s w ith tra ffic . S S earches s y s te m a tic a lly ; tu r n s and a c c e le r a te s sm o o th ly w ith o u t i n t e r ­ f e r in g w ith t r a f f i c . Figure 43 (continued) P erfo rm an ce on: Speed T E ST SEQUENCE 4 4 -1 S earch T e s t Segm ent P erfo rm a n ce D ire c tio n C o n tro l C o n tro l C rosses F o x cro ft S U Looks ahead o n ;y fa ils to red u ce speed; en cro ach es on c e n te r o f s tr e e t. U s u s u s U S u s u s U s u s u s S earches s y s te m a tic a lly ; d e c e le r a te s and a c c e le ra te s sm o o th ly ; sta y s in la n e . C r o s s e s D en n iso n S U Looks ahead o n ly ; f a i l s to red u ce speed; en cro ach es on c e n te r o f stre e t. S earches sy ste m a tic a lly ; d e c e le r a te s and a c c e le r a te s s m o o th ly ; s t a y s i n l a n e . C r o s s e s O ld M i l l R oad U Looks ahead S o n ly ; fa ils to red u ce speed; en cro ach es an c e n te r o f s tr e e t. S earches s y ste m a tic a lly ; d e c e le r a te s and a c c e le r a te s sm o o th ;y s t a y s i n la n e . Figure 43 (continued) P erfo rm an ce on: T E ST SEQUENCE 5 5 .1 S ag in a w (M -78) T e s t Segm ent P erfo rm a n c e O n ly lo o k s a h e a d ; m a tc h s p e e d ; la n e a b ru p t. S f a i l s to change U S U S U S U S U S U S U S U S U S S earches a l l d ire c tio n s ; m a tc h e s sp e e d ; la n e ch a n g e sm o o th . A p p ro a c h M e d ia n a n d L e f t T u rn t o N ew to n R oad U S O n ly l o o k s a h e a d ; d e c e le ra te s sh a rp ly ; m akes w id e l e f t tu r n . 5 .3 D ire c tio n C o n tro l E astb o u n d U 5 .2 Speed C o n tro l S earch C r o s s W e stb o u n d S a g in a w S earches a l l d ir e c tio n s ; d e c e l e r a t e s sm o o th ly ; m akes s h a rp l e f t tu r n ; sta y s in la n e . (M -78) S U O n ly lo o k s a h e a d ; c r o s s e s w hen c a r s n e a r ; a c c e l e r a t e s a b ru p tly ; e n te rs la n e a t S earches sy s te m a tic a lly ; c r o s s e s w hen c a r s a r e f a r ; a c c e l e r a t e s sm o o th jy s ta y s an g le. in la n e . Figure 43 (continued) P erfo rm an ce on: Speed D ire c tio n T EST SEQUENCE 6_______________ T e s t S e g m e n t P e r f o r m a n c e _____________________ S e a r c h ____________ C o n t r o l ___________ C o n t r o l 6 .1 S to p a t N ew to n R oad a n d S a g in a w (M -78) U S L ooks a h e a d o n ly ; d e c e l ­ e r a t e s l a t e o r su d d e n ly 6.2 sto p s in in te rse c tio n fa ils to sto p . C rosses S a g in a w or S U S u S U S U s u s S U s u S S earches a l l d ir e c tio n s ; d e c e l e r a t e s sm o o th ly ; s to p s w ith good v ie w o f cross ro ad . (M -78) U S S earc h es o n ly once o r 6.3 U o n ly ah e ad ; a c c e le r a te s su d d e n ly ; in t e r f e r e s w ith t r a f f i c . S earch es c o n tin u o u sly a l l d ire c tio n s ; a c c e le ra te s sm o o th ly ; d o e s n o t i n t e r f e r e w ith t r a f f i c . N e w to n R oad w i t h R i g h t T u r n o n t o L ak e L a n s i n g Road U F a ils w ays; S to s e a rc h ah ead o r b o th f a i l s to s te e r around h o le s; f a i l s to a c c e le r a te s and s to p sm o o th ly ; tu rn s je r k ily . U S earches a l l d ir e c tio n s ; s te e r s around h o le s ; d e c e le r a t e s sm o o th ly ; a c c e l e r a t e s and t u r n s sm o o th ly . 113 Summary Chapter XV presented the competency-based road test route developed for the study. Chapter V provides a summary of the study and recommendations for use of the road test. CHAPTER V SUMMARY AND RECOMMENDATIONS Chapter IV contained the road test route developed for the study. This chapter contains a brief summary of the study, recommendations, recommendation for further study and a discussion. Summary of the Study The study had two purposes. The first was to determine the driving task requirements necessary for competent school bus operation. The second was to develop a prototype competency-based road test instrument for beginning school bus operation. The study was important for several reasons. It could replace the current DOE road test as the criterion for school bus operation certification. It could serve as a screening device for entry into the School Bus Driver Safety Education Program. It could serve as a final road test examination by the agency representatives teaching the School Bus Driver Safety Education Program for successful completion of the course. The school bus road test could be used by the instructional agencies as a diagnostic instrument in assisting local school districts identify specific driver problems. 114 115 The development of the school bus road test was modeled after the procedure used to develop the MRT for driver licensing. This test was based upon earlier DPM research conducted by the Michigan State University Highway Traffic Safety Center. Each of the procedural steps is listed below: 1. 2. Determine school bus driver task requirements. Sample traffic environments. 3. Select candidate segments. 4. Identify driving tasks and behaviors. 5. Identify fixed and potential hazards. 6. Combine test segments into a route. 7. Develop criteria for measuring driver performance. 8. Prepare standardized directions. 9. Prepare rating form. 10. Pilot test and revise. It was found through this study that a competencybased school bus road test could be developed based upon earlier MRT and DPM research. The resulting school bus road test has the potential for improving the quality and performance of Michigan school bus drivers. Recommendations The study was not validated, but since the procedure followed closely the procedure used to develop the MRT, which was validated, then it could be expected that the 116 validity would be equally high. If proven valid, the follow­ ing recommendations would be made: 1. The prototype school bus road test should be seriously considered when revising the current school bus road test. 2. Consideration should be given to developing road test routes based upon the prototype school bus road test and use them throughout Michigan. 3. A training program for the prototype school bus road test should be developed. 4. The prototype school bus road test should be used only by persons trained by a qualified instructor. 5. The school bus instructional agency representa­ tives should be trained as examiners and as instructors in road test route development based upon this procedure. The agency representatives would then develop road test routes in their respective regions of the state. 6. The current and new Department of Education- approved examiners should be trained by the school bus instructional agency representatives to use the newly developed road tests and test procedures. 7. The local school bus supervisors should attend workshops which explain the ways in which the newly developed school bus road test determines and evaluates bus driver performance. 117 8. Local school bus supervisors should be able to refer problem drivers to the school bus instructional agencies for diagnosis on the newly developed road test route and be provided feedback on test results. 9. The test results from use of the road test route should be used as a basis for retraining and re­ certification of school bus drivers. 10. The recertification of school bus drivers should include a road test modeled after the one developed in the study. 11. A standardized skills test should be developed separate from the road test. Recommendation for Further Study Due to time and expense factors, validation of the model school bus road test was not performed. It is there­ fore recommended for further study that the prototype school bus road test be validated against the MSU DPM criterion. Discussion It was evident that there was a problem in Michigan concerning road testing of school bus drivers. Road tests were developed and administered at the discretion of the DOE-approved examiner. This resulted in little standardiza­ tion of school bus operation certification across the state. Additionally, the road test routes were not previously based 118 upon identified driving task requirements necessary for successful school bus operation. Road testing procedures for driver licensing were standardized and improved through the MRT and the Michigan Road Test Implementation Project. The model school bus road test was based upon the procedures used to develop the MRT. To assure implementation of the study, a logical series of steps should be undertaken. These steps would result in a standardized statewide program which would require: 1. School bus instructional agency representatives to be trained as examiners and as instructors in this procedure of road testing and road test route development. 2. School bus driver examiners to be trained by the school bus instructional agency representatives in using the new school bus road test and testing procedure. 3. Local school bus supervisors be able to refer problem drivers for diagnosis on a new school bus road test route and be provided feedback on test results. Once the school bus road test was developed, it had to remain flexible enough to allow for revisions of test segments and test sequences due to changes in roadway design and construction or traffic patterns. In the future, one would do well to check with local traffic engineers to determine if there were to be planned changes of these types. 119 The author found that cooperation from all local area school bus supervisors was not possible. ing When determin­ driving task requirements within a geographic area, it may become necessary to sample environments from surrounding areas. On-site observation of candidate test sequence locations required considerable time in a particular area. Local residents became suspicious. It may become necessary to notify local law enforcement agencies of the purpose and procedures before beginning test route development. APPENDICES APPENDIX A MICHIGAN DEPARTMENT OF EDUCATION RECORD OF ROAD TEST 120 M ic h ig a n D e p a rtm e n t o f S a fe ty & T r a f f ic E d u c a tio n U n it RECORD O F ROAD T E S T SM 2 8 7 9 5 /7 9 (C heck o n ly th o s e ite m s on w h ic h th e d r i v e r 's p e rfo rm a n c e i s u n sa tisfa c to ry . E x p la in u n s a t i s f a c t o r y ite m s u n d e r R em ark s. R e t a i n i n d r i v e r ' s p e r s o n n e l f i l e f o r a m in im u m o f 4 y e a r s . ) Driver's Name: Driver's License No.: V is u a l C heck o f V e h ic le F lu id L eaks E n g in e C o m p a rtm e n t( G e n e ra l C o n d itio n /A p p e a ra n c e I n t e r i o r V e h ic le In s p e c tio n S e r v i c e B r a k e W a rn in g L ig h t/B u z z e r W a rn in g S y ste m ( h o r n ) A l t e r n a t o r / G e n e r a t o r W arn­ in g L ig h t A m m e ter G a u g e V o ltm e te r G auge O il P r e s s u r e W a rn in g L i g h t O il P r e s s u r e G auge W a te r T e m p e ra tu re G auge F u e l G auge V a c u u m /A ir P r e s s u r e G auge S a f e ty E q u ip m e n t: F ire E x tin g u ish e r F i r s t A id K i t F uses R e fle c to rs P a r k in g B ra k e U se ( S ta ll T e st) S te p L ig h t D ire c tio n a l/B ra k e L ig h ts S e a t C heck (P a s s e n g e rs ) I n te r io r C le a n lin e ss E m erg en cy D o o r/B u z z e r (In te rio r) W in d sh ie ld W asher & W ip ers I n te r io r L ig h ts M irro r A d ju stm e n t E x te rio r V e h ic le In s p e c tio n L ig h ts: W a rn in g L i g h t s (H a z a rd ) A lte rn a tin g S to p lig h ts C le a ra n c e L ig h ts H e a d /T a il L ig h ts School District: V e h ic le S ta te E x te rio r V e h ic le Type: In sp e c tio n (c o n t) W h e els: L ug N u ts A x le S tu d s G rease L eak T ire s: In fla tio n W ear M irro rs W in d o w s E x h a u s t S y ste m (B ro k e n H a n g e rs/L e a k s) E m ergency D oor ( E x t e r i o r ) G as Cap V e h ic le O p e ra tio n D riv e r S e a t A d ju stm e n t S e a t B e lt (D riv e r) D r i v e r ' s W in d o w & W i n d s h i e l d S e rv ic e D oor (C o n d itio n / O p e ra tio n S m o o th S t a r t K n o w led g e o f T r a n s m i s s io n B ra k e U se C lu tc h U se U p sh iftin g ^M anual T ra n s . D o w n sh iftin g * M ir r o r U se ) S te e rin g and T u rn in g R ig h t T u rn s L e f t T u rn s L ane Change T u rn a ro u n d s (2 p o i n t tu rn ) S to p s f o r L o a d in g -U n lo a d in g A l t e r n a t i n g L ig h t U se Bus P o s itio n M ir r o r U se T ra ffic D isp e rsa l 121 RECORD OF ROAD TEST (continued) R a ilro a d C ro ssin g S to p D is ta n c e L o o k /L iste n U se o f T ra n s m is s io n (a u to ./m a n .) E m erg en cy S to p M o d u la te d C o n tr o l U se B a ck in g P e rp e n d ic u la r P a ra lle l A n g le M i r r o r U se D isa b le d V e h ic le F uses & R e fle c to r ( S ta k e O u t) U se D riv e r P erfo rm an ce S a tis fa c to ry U n sa tisfa c to ry R em ark s: E x a m in e r 's D a te : S ig n a tu re : I.D . No. APPENDIX B OBSERVED SCHOOL BUS DRIVING TASK REQUIREMENTS 122 OBSERVED DRIVING TASK REQUIREMENTS Urban I. Loading/Unloading Residential 2-lane 2 -way At school II. On-Street Tasks Entering traffic from curb Positioning Unmarked roadway 2-lane 2-way 5-lane 2-way Narrow residential road Parked cars both sides Parked cars on right Roadway changes 4-lane 2-way to 3-lane 1-way Turns Residential Right turn 2-lane 2-way to 2-lane 2-way Right turn using right turn bay to 2-lane 2-way Right turn 2-lane 2-way to 4-lane 2-way Left turn 2-lane 2-way to 2-lane 2-way Left turn 2-lane 2-way at yield sign Left turn 2-lane 2-way to 4-lane 2-way Non-Residential Right turn 2-lane 2-way to 4-lane 2-way divided 123 Right turn 2-lane 2-way to 5-lane 1-way Right turn turn lanes 5-lane 1-way to 2-lane 1-way multiple Right turn 2-lane 1-way to 2-lane 2-way Right turn 3-lane 1-way to 2-lane 1-way Right turn 2-lane 2-way to 5-lane 2-way Right turn 4-lane 2-way to 2-lane 2-way Left turn 4-lane 1-way to 2-lane 2-way Left turn 5-lane 2-way to 5-lane 1-way multiple turn. lanes Left turn 2-lane 1-way to 2-lane 1-way Left turn 5-lane 2-way to 4-lane 2-way with left turn bay traffic signal Left turn 3-lane 1-way to 3-lane 1-way Left turn 3-lane 1-way to 4-lane 1-way Left turn 4-lane 2-way to 2-lane 1-way Left turn 2-lane 2-way to 3-lane 1-way Left turn 3-lane 1-way to 2-lane 1-way multiple turn lanes Changing Lanes Single To left turn bay Stopping At stop sign with crosswalk At traffic signal Yield signs Uncontrolled intersections Crossing one-way street Railroad Crossings Hospital Zone 124 Suburban I. Loading/Unloading Residential 2-lane 2-way 5-lane 2-way At school II. On-Road Tasks Entering traffic from curb Positioning 3-lane 1-way "S" curves 2-lane 2-way residential Roadway changes 4-lane 1-way to 4-lane 2-way Roadway changes 4-lane 2-way to 3-lane 1-way Roadway changes 5-lane 2-way to 3-lane 1-way Lane ends Bridge Bridge/Hill Parked cars on right 2-lane 2-way Turns Residential Right turn 2-lane 2-way to 2-lane 2-way Right turn 3-lane 1-way to 2-lane 2-way Left turn 2-lane 2-way to 2-lane 2-way Left turn 2-lane 2-way to 4-lane 1-way Left turn 4-lane 1-way to 2-lane 2-way 125 Non-Residential Right turn 4-lane 1-way to 2-lane 2-way Right turn 2-lane 2 -way to 5-lane 2-way Right turn 5-lane 2-way to 2-lane 2-way Right turn 2-lane 2-way to 2-lane 1-way Right turn 3-lane 1-way to 3-lane 1-way Right turn sign 4-lane 2-way to 2-lane 2-way with stop Right turn 2-lane 2-way to 4-lane 1-way Right turn 4-lane 2-way to 2-lane 2-way with traffic signal Left turn 2-lane 2-way to 4 -lane 2-way Left turn left turn bay to 4-lane 2-way Left turn 3-lane 1-way to 2-lane 2-way using left turn lane Left turn 5-lane 2-way to 2-lane 2-way with traffic signal Left turn 2-lane 2-way to 2-lane 2-way with traffic signal Left turn 2-lane 2-way to 2-lane 2-way uncontrolled intersection Left turn 3-lane 1-way to 4-lane 2-way Left turn 4-lane 2-way to 3-lane 1-way Left turn 2-lane 2-way to 4-lane 2-way Left turn 4-lane 1-way to 2-lane 2-way Left turn 4-lane 2-way to 2-lane 2-way Left turn 2-lane 2-way to 5-lane 2-way Changing Lanes Single Multiple To left turn lane 126 Stopping At stop sign/proceeding ahead Flashing red light At traffic signal Parking In line of buses Parallel at school Railroad crossings Rural I. Loading/Unloading Residential 2-lane 2-way Bottom of hill 2-lane 2-way on hill 2-lane 2-way gravel road II. On-Road Tasks Entering traffic from curb (residential) Positioning Curves Hill Bridges Gravel/dirt road "S" curves 2-lane 2-way Parked cars on right (residential) 127 Turns Residential Right turn 2-lane 2-way to 2-lane 2-way Right turn 2-lane 2-way to 2-lane 2-way at yield sign Right turn 2-lane 2-way to 4-lane 1-way Right turn 2-lane 2-way to school grounds Left turn 2-lane 2-way to 2-lane 2-way Left turn 4-lane 1-way to 2-lane 2-way Non-Residential Right turn 5-lane 2-way to 2-lane 2-way Right turn 2-lane 2-way to 5-lane 2-way Right turn 2-lane 2-way to 4-lane 2-way divided Right turn 2-lane 2-way to 2-lane 2-way dirt road Right turn 2-lane 2-way to 2-lane 2-way Right turn 4-lane 2-way to 2-lane 2-way narrow Left turn 2-lane 2-way to 2-lane 2-way dirt road Left turn 2-lane 2-way to 4-lane 2-way Left turn 2-lane 2-way to 2-lane 2-way Two-point turn Road on right Road on left Stopping At stop sign/proceeding ahead At yield sign Railroad crossings 128 Expressway I. Entrance/Merge II. Positioning III. Lane change IV. V. VI. Passing Exit Left turn from 2-lane 1-way ramp to 4-lane 2-way divided APPENDIX C DRIVER PERFORMANCE MEASUREMENT RATING FORM Observer/RalGr MSU DRIVER PERJORMAHCE HEASOREHEHT RESEARCH Trial Ho. Run Ho. BET3S 1 Final Rating Scale Forn for Pilot Study Suitability of SubBETSS_______________________________________________________ Search_________Speed_________Direction Control Control 1— M-78 Esstbound Ul . 1 Only looks ahead, falls to match speed, lane change abrupt ( t9 _ Looks all directions, matches Speed, lane change smooth. ci r> Cl r> CT cr n* c ns Cl Cl Cl 2— Approach Median and Left Turn I fe Looks all directions, decelerates smoothly makes sharp left turn, stays In lane. r> 3— Cross Westbound M-78 C .. .! . , .. Only lookn ahead, crosses when cars near, accelerates abruptly, enters P.L. at angle [ t Looka right, croaaes when cars far, accelerates smoothly, directly enters P.L. n Cl n* Rote: Relative timing of behavior elements In relation to the behavior pattern and to SubBETSS requirements la one of the criteria for a satisfactory rating In each behavior element. 129 El 1 Only looks ahead, decel­ erates sharply, makes vide left turn, falls to stay in lane MSU DRIVER PEHPORM/VHCE KEASUREMEHT RESEARCH Trial Ho ._______ Final Rating Scale Fora for Pilot Study Run Ho. _____________________________________ BEtSS S Suitabilityof SubBETSS_______ SubRSTSS Pattern Suitability______________________Search_________Speed_________Direction Control Control 1— Stop at Perk take & Hsslett Roads Looks ahead only; decelerates late, or suddenly; stops in Intersection or doesn't stop j Looks all directions; decelerates smoothly; stops with good view of cross road Cl_D n m signal (or too late) - turns unevenly; under or over or jerkily accel. or decel.; no smooth stop at Intersection Searches ahead, signals in advance, turns, accel. is d ecel. smoothly, stops smoothly at intersection D 3— Joining K-70 Westbound 1 No search left, accel. jerkily, no search right, merges poorly S earches l e f t , a c c e l. sm oothly, search es r i g h t , merges s s t r a f f i c p e rm its Note: Relative timing of behavior elements in relstion to the behavior pattern Bnd to SubBETSS requirements is one of the criteria for a satisfactory ration in each behavior element. KSU DRIVER PERFOHMAHCE HEASUREKEBT RESEARCH Trial Ro. _______ Run Ho. _______ BETS3 Final Rating Scale Fora for Pilot Study Suitability of SubBETSS_________ SubBCTSS Pattern Suitability_____________________ Search_________Speed________ Direction C o n tro l U C o n tro l 1— 0.S.-127 South onto Trowbridge Road Off-Ramp Falla to aearch right/ rear, falls to adjust speed, abrupt lane change and observably Interferes with traffic d Searches right & rear, adjusts speed, smooth right lsne change with no observable traffic Q O Q O _O d_Q d adjusts speed, stays in lane Off-Ramp u I Falla to search right, accelerates abruptly, falls to stay in lane and observably Interferes with traffic I H Searches all directions, adjusts speed, Btays in lane d_Q Q Hote: Relative timing of behavior elements In relation to the behavior pattern and to SubBETSS requirements is one of the criteria for a satisfactory rating in each behavior element. HSU DRIVER PERFORMANCE MEASUREMENT RESEARCH Trial No. Final Rating Scale Form for Pilot Study Run Ro. ______________________________________ BEI53 5 Suitabilityof SubBETSS________ SubBETSS Pattern Suitability______________________ Search_________ Speed________ Direction Control Control 1— East Michigan Avenue Omlta aystematic aearch; speed, search and steering inappropriate to curve Searches all directions, Batches speed, search and steering to curve and traffic conditions d__Q d q n r ~ b CL_Q d Q d_J3 d_ LP d_ LP d_J3 5 2b— Grand River Avenue to MAC Intersection (cont.) c Dees not search, changes lanes abruptly, Interferes with traffic poor position in storage area, speed too fast Searches systematically, Batches speed to traffic, turns or stops smoothly 3b— MAC Avenue through Albert Street Intersection * Does I _________Searches ___isystematically, n not search right, Interferes with traffic, speed too fast, falls to aearch intersection ahead. accelerates smoothly, steers into proper lane, continues search Note: Relative timing of behavior elements in relation to the behavior pattern and to SubBETSS requirements la one of the criteria for a satisfactory rating in each b eh av io r element. HSU DRIVER PERFORMANCE MEASUREMENT RESEARCH F in al R ating S cale Form fo r P ilo t Study T r ia l No._ Run No. BETSS S u ita b i lity of SubBETSS 6.1 SubBETSS P a tte rn S u ita b i lity D irec tio n C ontrol S Looks a l l d ir e c tio n s ; d e c e le ra te s A a c c e le ra te s sm oothly; sta y s in la n e . u n n 0_E3 “ QJ3 S Looks a l l d ir e c tio n s ; d e c e le ra te s A a c c e le ra te s smoothly; sta y s in own la n e. iT l r> CU3 CLD C rosses Sunset U Looks ahead o n ly , f a l l s to reduce speed fo r co n d itio n s; a c c e le ra te s suddenly; en­ croaches on o th e r lane. 6.3 Speed C ontrol Crosses Westlswn U Looks ahead o n ly , f a i l s to reduce speed A a c c e le ra te s a b ru p tly , encroaches on c e n te r of s t r e e t . 6.2 Search Crosses F o rest U Looks ahead only ; f a l l s to reduce speed A a c c e le ra te s suddenly; encroaches on o th e r lan e. S Looks n i l d ir e c tio n s ; d e c e le ra te s A a c c e le ra te s sm oothly; s ta y s In otm lan e. un r> dl_0 Note: R e la tiv e tim ing of beh av io r elem ents in r e la tio n to th e behavior p a tte r n and to SubBETSS requirem ents is one o f th e c r i t e r i a fo r a s a tis f a c to r y r a tin g in each behavior elem ent. APPENDIX D MICHIGAN ROAD TEST RATING FORM MICHIGAN ROAD TEST PROJECT D riv er Performance R ating Form S ubject__ Examiner Date ____ Run No. TEST SEQUENCE I 1 .1 Performance on Teat Segment Perform ance Search Speed C ontrol D ire c tio n C ontrol B ailey S tr e e t to Burchom U ________________ Looks ahead only; d ec el­ e r a te s l a t e , suddenly; sto p s s h o rt o f good v is ­ i b i l i t y ; does not sto p . 1.2 Searches a l l d ir e c tio n s ; m ain tain s la n e p o s itio n ; sto p s w ith good v i s i b i l i t y . C rossing Burchom U _________________ Does not se arch a l l d ir e c tio n s , a c c e le ra te s unevenly; causes slow ing o r sw erving by o th e r d r iv e r s ; f a i l s to main­ t a i n la n e p o s itio n . Searches a l l d ir e c tio n s , e s p e c ia lly l e f t A ahead; a c c e le r a te s sm oothly, co n tin u es s e a rc h ; y ie ld s t o c ro ss t r a f f i c a t Burcham. GENERAL OBSERVATIONS Near Accident - Location (Where) Hazardous Moving V i o l a t i o n s ) (D escribe) Performance Needing Much Improvement (D escribe) NOTE: R e la tiv e tim in g o f b eh av io r elem ents in r e la tio n to th e b eh av io r p a tte r n in th e t e s t segment i s one o f th e c r i t e r i a f o r a s a tis f a c to r y r a tin g in each o f th e b eh av io r elem ents. MICHIGAN HOAD TEST PROJECT Driver Performance Hating Form S u b ject _ Examiner Date ____ Run No. TEST SEQUENCE I I 2 .1 Performance on Speed C o n tro l T est Segment Performance W hitetaills Drive and Right Turn on Abbott U ______________________________ S Searches only o c c a s io n a lly ; f a i l s t o m aintain p ro p er speed and la n e p o s itio n ; f a i l s to s ig n a l; d e c e l­ e r a te s suddenly; does n o t sto p ; tu rn s f a s t , f a i l s to m aintain c o n tro l. 2.2 S U S U S S U S U S S U S U S S earches s y s te m a tic a lly , e s p e c ia lly r i g h t ; m ain tain s speed f o r c o n d itio n s ; s ig n a ls ; s to p s ; and tu rn s r ig h t in to #2 la n e . Abbott Hoad Northbound U Looks only ahead; f a l l s to a d ju s t speed f o r condi­ tio n s ; changes la n e s l e f t , a b ru p tly . 2 .3 D irec tio n C ontrol Looks l e f t , r e a r ; a c c e le ra te s g ra d u a lly ; c e n te rs v e h ic le in la n e ; s ig n a ls and changes la n e s sm oothly; does n ot in te r f e r e w ith t r a f f i c . L eft Turn onto Saginav (M-78) U No se arch ahead; no or l a t e s ig n a l; tu rn s and a c c e le ra te s J e r k il y ; de­ c e le r a te s unevenly; sto p s a b ru p tly . Searches c o n tin u o u sly , ahead; s ig n a ls , tu r n s , a d ju s ts speed f o r c o n d itio n s ; sto p s g ra d u a lly . GENERAL OBSERVATIONS Near A ccident - Location “Where Hazardous Moving V io la tio n (s ) Describe Performance Needing Much Improvement -- BesLTHnr1 NOTE: R e la tiv e tim in g c.f b eh av io r elem ents i n r e l a t i o n to th e beh av io r p a tte r n in th e t e s t segment i s one o f th e c r i t e r i a f o r a s a tis f a c to r y r a ti n g in each o f th e beh av io r elem en ts. MICHIGAN ROAD TEST PROJECT D riv er Performance R atin g Form S ubject ________________ Examiner _____________ Date Run Ho. ________________ Performance on Speed D ire c tio n TEST SEQUENCE I I I ________ TeBt Segment Performance_____________________________ Search_______ C ontrol_______ C ontrol 3-1 Cro33ea V estlavn U Looks ahead o n ly , f a i l s to reduce speed & a c c e le ra te s a b ru p tly ; encroaches on c e n te r o f s t r e e t . s u s S Looks a l l d ir e c tio n s ; d e c e le ra te s A a c c e le ra te s sm oothly; s ta y s in own la n e . U s u s S Looks a l l d ir e c tio n s ; de­ c e le r a te s b a c c e le ra te s sm oothly; s ta y s in own la n e . U s u s Crosses Sunset Lane U Looks ahead o n ly , f a i l s to reduce speed fo r c o n d itio n s ; a c c e le r a te s suddenly; en­ croaches on o th e r la n e . 3.3 U 137 3*2 S Looks a l l d ir e c tio n s ; de­ c e le r a te s b a c c e le ra te s sm oothly; s ta y s In la n e . C rosses F o re st U Looks ahead o n ly ; f a i l s t o r e ­ duce spped & a c c e l. suddenly; encroaches on o th e r la n e . GENERAL OBSERVATIONS Near A ccident - L ocation __________________________________________ Where Hazardous MovingV ic la tio n (s ) ______________________________________ D escribe Performance Needing Much Improvement *_______________________ D escribe NOTE: R e la tiv e tim in g o f b eh av io r elem ents in r e l a t i o n to th e b eh av io r p a tte r n in th e t e s t segment i s one o f th e c r i t e r i a fo r a s a tis f a c to r y r a tin g in each o f th e b ehavior elem en ts. MICHIGAN HOAD TEST PROJECT Driver Performance Rating Form S ub ject Examiner _______________ Date Run No. ________________ TEST SEQUENCE IV L .l Speed D ire c tio n Search_______ C ontrol_______ C ontrol T e st Segment Performance Abbott Road to Grand R iver Eastbound U Does not se a rc h ; f a l l s to s ig n a l; changes la n e s , i n te r f e r e s w ith t r a f f i c ; does not a d ju s t speed f o r condi­ tio n s . S S earches s y s te m a tic a lly ; s ig n a ls t u r n , changes la n e sm oothly; sto p s fo r s ig n a l as needed; s ta c k s in la n e #2 p o s itio n . U s u s u s 5 A cc ele ra te s g ra d u a lly ; se arch e s l e f t & r e a r ; s te e r s in to gap in la n e #1; a d ju s ts speed. U s u s u 5 S S earches a l l d ir e c tio n s ; s ig n a ls l e f t tu r n , sta c k s in m edian; c ro sse s th ru gap in t r a f f i c w ith o u t in t e r f e r r i n g w ith t r a f f i c . U s u s u s 138 h.2 Performance on Eastbound on Grand R iver U A ccel, suddenly; does n ot s ig n a l, changes laneB v /o search l e f t A r e a r ; in te r f e r e s w ith t r a f f i c . Turning R ight onto C harles S tre e t U F a ils to se arch a l l d ir e c ­ t i o n s ; does n o t s ig n a l; blocks median, i n te r f e r e s v / t r a f f i c . GENERAL OBSERVATIONS Near A ccidents - lo c a tio n ^ Where Hazardous Moving V io la tio n ( s ) _____________________________________ D escribe Perform ance Needing Much Improvement ____________________________ D escribe NOTE: R e la tiv e tim in g o f b ehavior elem ents in r e l a t i o n t o th e b eh av io r p a t te r n in th e t e s t segment i s one o f th e c r i t e r i a f o r a s a tis f a c to r y r a ti n g i n each o f th e beh av io r elem en ts. BIBLIOGRAPHY 139 BIBLIOGRAPHY Forbes, T. W. "A Reliable Criterion for Relatively Small Group Driver Performance Studies." East Lansing: Michigan State University, 1978. (Mimeographed) Forbes, T. W . , F. E. Vanosdall and others. Research on Driver Performance Measurement. Phase I, Method Development and Pilot Study. East Lansing: Michigan State University,1972. Forbes, T. W . , R. 0, Nolan and others. "Driver Performance Measurement Based on Dynamic Driver Behavior Patterns in Rural, Urban, Suburban and Freeway Traffic." 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Michigan Road Test Evaluation Study, Phase III Final Report. East Lansing: Michigan State University, 1977. Vanosdall, Fred E . , and T. W. Forbes, "Summary of DPM Principles and Procedures." East Lansing: Michigan State University, 1980. (Mimeographed.) Vanosdall, F . , and others. Michigan Road Test Implementa­ tion Pro j ect. Vol. I , Pilot Implementation of the Michigan Driver Performance Test^ East Lansing: Michigan State University, 1980. Vanosdall, F . , L. Alexander and others. Michigan Road Test Implementation Project. Vol. I I , Training Manual for Instructors and Examiners. East Lansing: Michigan State University, 1980. Waller, Patricia F . , and others. Driver Performance Tests and Their Role and Potential^ Chapel Hill: The University of North Carolina, 1978.