A philosophical criticism of some of the major views of educational evaluation is presented. In particular, it is argued that the major views have serious limitations that result from their lack of understanding of questions of value, especially ethical value. Current views of educational evaluation need to draw upon the philosophical writings on values in order for their views to be justifiable. Evaluation as a practical activity is grounded on empirical facts and theories of value. Educational evaluation theories belong either to the descriptive (or empirical) realm or the normative realm, and there are various forms of normative educational evaluation activity, each having distinctive goals, purposes, principles, standards of excellence, obligations, and duties. An understanding of the logical structure of theories of educational evaluation will not only enhance discussion of the aforementioned, but will lead to greater defensibility in its theory-guided practice. (GK)