Abstract
This article advocates prior learning assessment as a systematic avenue for validating communication competency among nontraditional undergraduates. It situates the rationale in demographic data showing the growth of adult learners and discusses the life centered orientation of adult education. The narrative details a flexible assessment model that distinguishes experiential learning from classroom instruction, specifies generic learning outcomes across public speaking interpersonal and small group contexts, and deploys multimethod evaluation including diagnostic interviews portfolios objective theory examinations and performance tests. Guidelines address faculty training screening procedures instrument reliability and articulation of credit waiver or advanced placement options. By integrating experiential validation with established speech communication curricula, this article demonstrates how departments can acknowledge lifelong learning, maintain academic rigor, and meet accountability mandates while enhancing access for diverse student populations.
Recommended Citation
Litterst, Judith K.
(1990)
"Communication Competency Assessment of Non-Traditional Students,"
Association for Communication Administration Bulletin: Vol. 72, Article 10.
Available at:
https://stars.library.ucf.edu/aca/vol72/iss1/10
Accessibility Statement
This item was created or digitized prior to April 24, 2026, or is a reproduction of legacy media created before that date. It is preserved in its original, unmodified state specifically for research, reference, or historical recordkeeping. In accordance with the ADA Title II Final Rule, the University Libraries provides accessible versions of archival materials upon request. To request an accommodation for this item, please submit an accessibility request form.
