A project was conducted to develop, monitor, and evaluate schemes for assessing the prior experiential learning of individuals enrolling in polytechnic institutes and colleges. A total of 12 evaluation schemes at 15 educational institutions throughout Great Britain were examined. The evaluation schemes studied had been developed to assess the prior learning of students enrolled in such courses of study as production engineering, business, social studies, computing and information technology, and mechanical engineering. Twelve of the schemes studied eventually became operational in 11 of the institutions. Assessment of prior learning was found to work best when the responsibility for demonstrating prior learning was placed with the student and when there were clear separations between experience as a source of learning and experience per se, identification and assessment of prior learning, and the academic functions of helping students prepare evidence of learning and assessing that learning. Four approaches to assessment were found to be successful--formally organized classes, tutorials, instruments and manuals, and interviews. The adult students whose prior learning was assessed used the information in a variety of ways, such as to obtain admission to degree courses, obtain employment, advance in their careers, change their career direction, or find contentment where they are. (Nine appendixes provide information on prior learning evaluation at six selected institutions plus suggestions for standardizing assessment information.) (MN)