The concept of competence : limits as seen from an evaluation viewpoint
From the viewpoint of assessment, this article analyzes the concept of competence as it is actually used in Quebec educational programs. It raises important issues concerning the way the concept of competence is implemented in educational programs by pointing out the presence of semantic confusions and the limits of this model in program development and in the reliability and validity of assessments of learning. This article also explores some directions for a better way to assess student learning in an institutional context.