A group of adult educators in England conducted seven case studies to identify strategies for recognizing adult students' learning progress in nonaccredited programs. The case studies identified the following elements of good practice in the process of recording and validating achievement: (1) initial identification of learning objectives; (2) initial assessment of learners; (3) negotiation of learning objectives with learners; (4) learning self-assessment; (5) ongoing formative assessment; (6) progression advice and guidance; (7) a record of achievement; (8) moderation of assessment; and (9) celebration of achievement. A framework for good practice was identified, along with key issues and areas for further research and development. (This document begins with an overview of the project. Presented next are the following case studies and papers: "The City Literary Institute," by Jan Grant and Wendy Moss; "Kensington and Chelsea College Partnership: The Learning Postcard Project," by Amanda Hayes; "The Mary Ward Centre," by Olga Janssen; "Park Lane College, Leeds: The Stepping Out Programme," by Philippa Lester and Phill Hopkins; "Wigan and Leigh College," by Bernadette George; "The Workers Educational Association," by Philippa Langton; "Birmingham City Council," by Jenny Kirk; "Recognizing and Validating Nonaccredited Achievement: The Learner's Perspective," by Cheryl Turner and Kate Watters; and "Recognizing and Validating Nonaccredited Achievement: An Overview," by John Vorhaus). (MN)