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Updated: Feb 9, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Development of a higher-order instruction coding taxonomy for observational data: Initial application to professional
Natalie Watson-Brown1, Bridie Scott-Parker2, Teresa Senserrick3
1Adolescent Risk Research Unit (ARRU), Sunshine Coast Mind and Neuroscience - Thompson Institute, University of the Sunshine Coast (USC), Australia; Sustainability Research Centre (SRC), Faculty of Arts, Business and Law, University of the Sunshine Coast (USC), Australia; School of Social Sciences, Faculty of Arts, Business and Law, University of the Sunshine Coast (USC), Australia.
Abstract:
Development of a higher-order instruction taxonomy, informed by best practice in driver education (Goals for Driver Education) and self-determination theory (guiding teaching strategies), was tested. Inter-coder reliability was assessed by coding 93 data elements from 5-min clips from three driving instructors. Seventy-three instruction and 32 teaching approach codes were selected. Reliability between two independent coders was high (IOC = 94.6%). Application to data from 17 randomly-selected, 1-h lessons (n = 3 driving instructors) in a pilot study of professional learner driver lessons assessed taxonomy validity. Missed, taken, and untaken opportunities for higher-order instruction via 9 instruction and 19 teaching-approach categories were identified. Reliability assessment and taxonomy application demonstrates evidence to facilitate a comprehensive understanding of driving instruction content and quality, with implications for assessing and evaluating the impact of higher-order instruction in relation to driving and other safety-critical sectors requiring higher-order skills.
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