Introducing ADAS Evaluation Into a Driving Exam: An Examiner’s Perspective
A. Kharkwal (TU Delft - Civil Engineering & Geosciences)
Marjan P. Hagenzieker – Mentor (TU Delft - Transport and Planning)
S.C. Calvert – Graduation committee member (TU Delft - Transport and Planning)
S. Nordhoff – Graduation committee member (TU Delft - Transport and Planning)
Daniel D. Heikoop – Mentor
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Abstract
This research developed a novel assessment method to enable driving examiners to effectively evaluate the safe use of Advanced Driver Assistance Systems (ADAS) during practical driving exams in the Netherlands. An Assessment Matrix was developed and refined through expert interviews, observations, and case studies. The need to streamline licensing protocols, focus on safety critical competencies and expand examiner training were highlighted in the interviews. ADAS functionality across scenarios and constraints within the driving exam was observed in the case studies. Safety critical competencies identified through observations were monitoring systems, smooth manual takeover, and avoiding distraction. The refined ADAS matrix enabled standardized evaluation despite operational constraints. The findings emphasized integrating ADAS assessments into existing exams, hands-on examiner training, and public education to address knowledge gaps.Recommendations included streamlining assessments, evaluating overall competence, aligning training, providing immersive examiner education, and collaborations to match training with vehicle automation advances. Limitations included sample size and generalizations. For the first time, an empirically validated ADAS evaluation matrix was developed to promote integrating safety critical ADAS competency within the constraints of the practical driving exam. Further research could build on this to refine protocols and ensure that drivers acquired the needed skills as vehicle automation advances.