Two definitions most often used by adult educators to describe competency-based adult education (CBAE) are one posited by Spady (1977) and another formulated by state adult basic education directors. The first, a "prescriptive-consensual" definition, describes conditions of a phenomenon (CBAE) and relies on the experience of acknowledged experts, established practice, and theoretical constructs. It is dependent for its usefulness on a full understanding of six discrete elements--learning outcomes, time, instruction, measurement certification, and program adaptability. The second definition is a broad principle, open to interpretation by individual programs. Four elements of the definition are performance-based processes, demonstrated mastery, basic and life skills, and function proficiently in society. Merging together, elements from the two definitions evoke a series of questions that might be asked to pick out differentiating characteristics of programs to spot examples of CBAE practice. (A checklist incorporating these questions to test programs for CBAE is provided.) (YLB)