This publication contains two papers from the 1993 National Institute on the Assessment of Experiential Learning. "In Support of Prior Learning Assessment" (Rebecca C. Hull) highlights arguments in opposition to the acceptance of prior learning assessment and the responses that might best counter these arguments. "Outcomes Assessment of Prior Learning Assessment Programs" (Debra A. Dagavarian, William M. Walters) identifies program objectives useful to all prior learning assessment programs and lists five generic, desired outcomes for each of three constituencies. Desired outcomes for students are as follows: to give them the forum to investigate the structure of college-level learning; to engage them in setting educational objectives; to enable them to gain a new sense of self; to ensure prior learning assessment certifies readiness to move on to further education; and to ensure prior learning assessment expedites attainment of a college degree. Desired outcomes for faculty are as follows: to enhance faculty's typical mode of interaction with a subject area; to broaden faculty's perspective on the subject matter; to encourage cross disciplinary awareness; to heighten faculty's sense of professional self-esteem; and to provide faculty with the opportunity for a qualitatively different type of communication with students. Desired outcomes for the institution are as follows: to enhance institutional image as caring and committed; to demonstrate flexibility and responsiveness to adult students; to create a culture of self-examination; to attract greater numbers and diversity of adult students; and to attract a greater diversity of faculty. (YLB)