With the theory that social and personal values influence the conduct of evaluation studies in education, the author discusses the impact of two major sources of such values--contextual factors, including political, social and organizational influences; and the terminology, models, and personal values of evaluators. Alternative purposes for an evaluation study are discussed and illustrated. In addition, values hidden in terminology, value-laden evaluation models, an evaluators' personal values and an illustration of evaluator roles are treated. The benefits and problems of values are discussed and four means of clarifying values in evaluation work are outlined. The first approach suggests that all relevant value positions need to be identified and stated publicly. The second approach emphasized the need to clarify the evaluator's role in the assessment process. Is he/she describing the program, recommending evaluation criteria, or rendering an actual judgment of worth? Through identifying his/her role, the evaluator can choose to de-emphasize his or her personal values. The third approach suggests explicitly incorporating opposed values into evaluation studies by conducting comparative analysis. The fourth approach reflects attempts to search out conflicting value positions to insure an appreciation of the full range of potentially influential values. (Author/JAC)