Assessing competence: Scientific process or subjective inference? Do we really see it?

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Abstract
This paper explores the role of direct evidence in the competency approach to assessment. In particular the paper explores the effects of subjective inference and interpretation in the use of observational data with particular reference to the issues of gender and race. The paper offers a critique of competency based assessment as a value free process independent of the social context within which it occurs. The competency approach aims to promote both equal opportunities and anti-discriminatory practice in respect of assessment. This paper discusses serious limits to the achievement of that aim.

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