The point of view is presented that evaluation procedures should be more humanistic and, that where educational procedures are open or humanistic, evaluation procedures must also be humanistic in order to be isomorphically valid. A number of quotations from parents of school children are presented to support the position that the parents feel their children may be misclassified or not properly treated as a result of evaluation procedures. There are also three quotations from professional educators. There is a list of 12 guidelines for humanistic evaluation and a table of eight contrasts between the form of experience in an open education model and the form of experience in a standardized testing model. There is another table describing three models of educational programs reflecting differences in underlying values and objectives for education. It is proposed that evaluation programs should reflect the same values and objectives as the educational programs they are being used to evaluate; that is, they should be isomorphically valid. It is further proposed that a humanistic approach and isomorphic validity are especially important when children with disabilities are integrated into regular classrooms. (Author/CTM)