This document explores the United Kingdom's developing practice of recognizing adult students' achievement in ways that make flexible use of the learning outcomes methodology, provide a mix of accredited and non-credited work, and are sensitive to the ethos of adult learning. (That ethos is often characterized by adult students' desire for noncredit courses, while providers have to demonstrate student achievement to funding authorities interested in upholding national standards.) An introduction sets the context by posing key questions to providers who want to demonstrate student achievement. The remaining sections are entitled Recognizing Achievement, Celebrating Achievement and Telling the Story, Developing Practice, Achievement of Learning Goals, Quality Assurance, Setting Up a System to Recognize and Record Achievement, Challenge and Support, and Staff Development. Included within the sections are (1) six case studies of adult learning centers' assessment strategies; (2) three staff development exercises; and (3) two student assessment checklists. In addition, five figures and seven website addresses are provided. The following are appended: "when to use the assessment activities" diagram; draft learner record; Workers' Educational Association learning outcomes record; Sample Teacher Record: Learner Participation and Progress; Leicestershire Youth and Community Education Service learning review; and, Mary Ward Centre moderator's report form on individual teachers. (Contains 28 references.) (AJ)