Techniques and problems involved with the assessment of prior experiential learning are discussed and the assessment techniques of baccalaureate health administration programs are reviewed. Experiential learning is defined as learning that an individual has attained through experience prior to enrollment in an academic program. Broadening access to higher education for adults and creating educational environments that can accommodate students' individual differences are viewed as important benefits of offering credit for experiential learning. Various models for assessing experiential education are described including: faculty-based, student-based, credit by examination, product assessment, self-assessment, observation of student performance, simulations, interviews, and oral tests. Appropriate applications for each model are suggested. A survey of 37 baccalaureate programs in health administration investigating practices of granting credit for prior learning is also described. Enrollment figures, institutional characteristics, program size, year assessment of prior learning was initiated, credit policies and methods for assessment, number of credits granted, and limitations of the system are analyzed. Results of the survey indicate that institutions generally require students to undergo a rigorous evaluation process before credit for experiential learning is awarded. Multi-assessment measures are often employed and a limit may be placed on the number of possible credits awarded. It is suggested that improved and consistent evaluation methods are needed to deal effectively with prior learning. (SF)