The politics of the behavioral modification approach to educational evaluation are examined in this position paper. In recent years the science of behavior modification has become an established political doctrine in professional education. Behavioral objectives, behavior change, performance criteria, and competency-based instruction are just a few terms of an educational evaluation system concerned with the quality control manufacture of human products with specified performance characteristics. The danger of this behavioral orientation is that it is a political approach to science and education that is being disguised as rational, scientific, and politically neutral when, in fact, it is not. The problem with the behavioral manufacturers is that they suggest that only technical questions concerning efficiency should be asked rather than ethical, moral, and political questions concerning the humanistic development of students. Rather, evaluation should be qualitative in order to deepen our awareness of what it means to be human. It should be concerned with the quality of interpersonal relationships rather than the establishment of a management caste system. It should judge the moral integrity and intrinsic meaningfulness of tasks, relationships, and work which students are called on to do. (Author/DE)