Sentence examples for true competence from inspiring English sources

Some test-takers may not reveal their true competence level simply because they are not motivated to comply with the instructions and, for instance, rush through the test or skip items.

We can only hope that the few undecided saw the difference between bluster and bigotry and true competence - and that we never have to face that self-regarding bigot as Commander-in-Chief, calling for martial law because something or someone offended his all too delicate sensibilities.

Does this restriction reflect a true competence problem?

The present study investigated whether these findings reveal a true competence problem with shape properties in the food domain or whether they merely reveal a performance problem (e.g., lack of attention to shapes).

It is important to recognize that self-perceived skills can overestimate true competence and performance, so these findings may not reflect the real critical appraisal and statistics skills of the medical students, although confidence in a skill is an important component of the performance spectrum [ 40, 41].

And, importantly, how do we make innovation a true core competence?

True, but competence is popular too, and Mr Livingstone's ambitious plans may yet fall foul of public expectations.

This is easier said than done, but achieving true intercultural competence comes not only from knowledge but also from continuous observation and adaptive practice.

The instrument may be partially valid for assessing subject-specific content that is, the expertise of a student in several subjects but it cannot capture true action competence (2013, 9).

"Fundamentally, being part of an open and vibrant community of cloud engineers enables CTERA to leverage the investments already made by other innovators around object storage, compute frameworks and at-scale systems management, where we can optimize and focus our investment around our true core competence, our cloud storage service platform.

The instrument may be partially valid for assessing subject-specific content that is, the expertise of a student in several subjects but it cannot capture true action competence (2013, 9). the assessment entails not the intended, process-oriented structure but rather a fractured, subject-specific, content structure.