What we want to produce are individuals who, upon encountering a challenging situation, as an integral part of problem-solving, identify issues about which they need to know more, skills they need to have, ambiguous knowledge that needs further elucidation, concepts that need to be rethought and for whom this response if automatic. Curriculum and assessment work hand in hand to produce this. The development of expertise is more than the accumulation of experience. While not all graduates will become experts, all graduates should be positioned to develop expertise. They are not the same.
Expertise only develops in the first circumstance.
It is highly dependent on the application of knowledge gained as one learns from experience. Assessment which extends to the reinvestment of freed-up resources shapes the formation of life skills and habits that make the development of expertise a possibility. Expertise is greater than the sum of competencies. The greatest potential for the development of expertise may be seen as a combination of knowledge, problem-solving and the propensity to turn experience into learning, all orchestrated into a functional whole. A number of sources have described the characteristics which serve the knowledgeable problem-solver well.