Evaluation has come late to the field of adult education. For many years, its justification was deemed to be its continued existence. Because most programs for adults are of relatively short duration and the curriculum is almost never sequential, evaluation attempts have relied heavily on participant assessment rather than on measured behavioral change. In addition, much of the technical competence necessary for evaluation was housed in schools of education which, except for a few, were oriented almost exclusively to elementary and secondary education. Exceptions to this absence of competence and interest have been the supporting staff of the Cooperative Extension Service and a number of sociologists, the latter being attracted to adult education in part because of objectives related to social rather than individual change. During the past few years, the number of well-designed evaluations has increased. Because of this increase, Thiede and Draper (1963, 1964) included a category of evaluation in the annual bibliography of studies in adult education.