Abstract
Portfolio assessment has become the preferred method for awarding college credit to adult learners who claim speech communication expertise gained in the workplace. This article reviews national data on experiential learning policies and describes a framework used at a Midwestern university for evaluating self acquired competency portfolios. The model aligns four components including résumés cluster pages credit request and documentation with guidelines that equate prior learning to specific course outcomes. Detailed advice is offered on verifying theoretical knowledge distinguishing vocational proficiency from baccalaureate level learning and quantifying hours of experience to meet standard credit definitions. Practical recommendations address verifying training certificates letters from qualified communicators and use of videotaped performances when distance limits direct observation. International practices are briefly compared noting European reliance on experiential evidence for university entry rather than advanced credit. The article concludes that consistent criteria and transparent review protect academic standards while recognizing diverse adult learning pathways.
Recommended Citation
Dick, Robert C. and Robinson, Brenda M.
(1992)
"Assessing Self-Acquired Competency Portfolios in Speech Communication: National and International Issues,"
Association for Communication Administration Bulletin: Vol. 81, Article 7.
Available at:
https://stars.library.ucf.edu/aca/vol81/iss1/7
