When an attempt is made to check teaching methods empirically in regard to their effectiveness, the major problem is always the selection of evaluation criteria. The following types of criteria are differentiated: the attitude of the training and the training subjects to the technique being used, economics, direct criteria and learning criteria, intermediate criteria (testing for driving licence, driving tests), accident criteria and driving offence criteria. The most important consequences of the study are named: an accident criterion is only successfully used with very large sampling tests; the dropping of the accident and offence criterion should be considered; the use of intermediate criteria should be regarded as legitimate; the learning aims of individual training methods should be defined as far as possible as operational, and basic assignment analyses for drivers and learners are proposed.
Abstract