Three evaluation studies are used to illustrate the notion of an eclectic approach to adult education evaluation. The first study, Credit and Non-Credit Offerings in a Federal Penitentiary, evaluated the learning climate in this educational setting using data collected from participating inmates (Questionnaire), non-participating inmates (interests inventory); educational counselors and teachers and program administrator (interviews), and from Extension Division instructors (narratives). In the second study, Consumer Notes (a weekly television program for homemakers), a telephone survey conducted at the conclusion of the series and questionnaires completed by a panel of 30 homemakers weekly, at 13 weeks, and at the conclusion of the 26-week series were used to obtain evaluation data. Two learning modules, one on soil nutrients and soil testing and the other on communication, were evaluated using three evaluation nodes: reaction panel, Field Test A, and Field Test B. Three constraints which affected the choice of the evaluation strategies were (1) the kinds of questions which the programmer needed to answer, (2) the methods and sources of data collection, and (3) the limitations of resources in terms of time, money, and staff. Examples of evaluation models or elements are given, as follows: (1) Objectives-based evaluation, (2) Context evaluation, (3) Process evaluation, (4) Formative evaluation, and (5) Selection of criteria. (DB)