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This paper considers the impact of forms of self-evaluation on so-called 'soft outcomes' of learning such as levels of learners' confidence, increased self-esteem and attitudes to learning. The paper discusses the ways that could encourage adult learners to evaluate their own personal competences and considers the part played by tacit forms of competence in the education, training and work re-entry of adults. In order to develop methods for self-evaluation the authors have been collaborating with both students and tutors from selected colleges in London. A qualitative approach was utilised in this study. The Dynamic Concept Analysis (DCA) was used for modelling learning processes of adult learners. The paper discusses the potential of the DCA approach as a method of self-evaluation of personal competences.