It is sometimes said that there has been a ‘paradigm shift’ in the field of assessment over the last two or three decades: a new preoccupation with what learners can do, what they know or what they have achieved. It is suggested in this article that this change has precipitated a need to distinguish two conceptually and logically distinct methodological approaches to assessment that have hitherto gone unacknowledged. The upshot, it is argued, is that there appears to be a fundamental (...) confusion at the heart of current policy, a confusion occasioned by the demand to know what learners know and compounded by a failure to recognise what this properly entails for assessment methodology. (shrink)

This article examines the ‘integrated conception of competence’ as conceived by Paul Hager and David Beckett and suggests that its characterization in terms intended to distance it from behaviouristic and reductionist notions of competence is not sufficient to differentiate it from other models. Taking up Hager and Beckett’s idea that competence must be inferred from behaviour, it is suggested that this indicates how the integrated conception is more properly distinguished by virtue of the method used rather than what it is (...) that is assessed. Drawing on the work of Wittgenstein and Donald Davidson, it is argued that it is possible to discern two logically distinct methodological approaches to competence assessment, allowing a clear distinction to be made between the integrated conception and the kind of approach which predominates in the UK’s framework of vocational qualifications. While the latter is shown to be rightly criticized for its deficiencies, in contrast the integrated conception is seen to suggest a methodological approach that is capable of acknowledging the full richness of occupational practice. (shrink)