This study was designed to outline possible forms of guided self-assessment in adult language learning and to suggest steps that might be taken in order to further develop methods judged to be suitable for use within the European unit/credit scheme for foreign language learning by adults. The report includes a review of relevant literature and research activities, a survey of practices in various educational institutions in Scandinavia and elsewhere, concrete suggestions for self-assessment materials, and a description of field experiments with those materials. Additionally, proposals for further research and practical development work are made. Research activities in Sweden, France, Israel, and Finland are outlined. In March 1977 a questionnaire requesting information about self-assessment practices was sent to 120 Swedish educational institutions and organizations providing foreign language instrucion for adults. The most common form of self-assessment, apart from the self-assessment element inherent in most types of structured exercises with model answers, consisted of ordinary paper-and-pencil tests that the learner scores himself with the help of an overlay stencil or an answer key. A guidance test for university and college students and use of self-instructional and self-assessment materials in research projects in Sweden are discussed. Suggestions on self-assessment materials concern standardized forms, assessment in relation to individual goals, standardized forms based on threshold level, self-assessment by means of formal tests, and informal self-assessment. Self-assessment forms are included. (SW)