In regard to the results of the ADMEE Conference of 2000, one gets the impression that practitioners and researchers in adult education and evaluation conceive the relationship between these two domains under three different aspects: the comeback of a quantitative approach («measurement»), evaluation as help and support for trainees, and evaluation as an attempt to make sense of human actions in singular situations. These three research perspectives are useful and worthy of attention. They tend towards the increasingly important question of including the development of an «evaluation culture» in teachers’ and adult education practitioners’ training programmes in order to enable them to produce diverse models all available for their practice.