Dear Editor
Dr Prozesky has expertly described why and how learning should be assessed (J Comm Eye Health 2001; 14: 27–28). It should be emphasised that assessing competence in a workplace situation follows the same designs although this assessment is often summative and based on the principles of evidence. In assessing competence, one is concerned with whether the evidence collected (through observation, MCQ, checklists, or oral examination) is current, authentic and sufficient to declare a candidate competent in performing a specific task. That is when the use of OSPE/OSCE is very helpful for the purpose of assessment because it is possible to assess in a given scenario the knowledge, the skills and the attitude of candidates. Historical evidence (reports, testimonials, work history) is also considered in the assessment of competence but its value is limited by its authenticity which can be questionable. As teachers move from didactic to problem-based learning methodology, the assessment of competence becomes a critical issue. Assessment skills will then become not only necessary but also a specialised area with qualified assessors, moderators and verifiers working alongside teachers or trainers as partners. This is the system that is already implemented to some extent in countries including UK, Australia, Singapore and the United States, to name but a few.