Humanistic education aspires to bring meaning to the knowledge and learning experiences that students acquire in the classroom. It represents the need for schools to develop humane persons—individuals whose knowledge about their world leads to a deeper understanding of who they are and what great potential they have in themselves. But how can educators evaluate student learning and performance based on humanistic principles? Literature reviews on process and outcome evaluations that can be applied to humanistic education were done, and it was found that an essential component of doing humanistic evaluation is the determination of the components of humanistic education that ought to be in the instructional process. This necessitated an in-depth analysis of the theoretical underpinnings of humanistic education, as well as the philosophical orientations of humanism as an approach to education. The interrelatedness of the foundations of humanistic education and the process of evaluating learning and performance found in literature shows the fundamental role of using theoretical and philosophical lenses in the conduct of evaluation. The study highlights the major impact that learning theories have on evaluating humanistic education, and that philosophical beliefs on how students learn and what students ought to learn, not only influence instructional planning but ultimately shapes instructional design, development, implementation and evaluation. Based on existing literature, it is evident that the theoretical and philosophical bases from which humanistic education are firmly grounded on, permeate not only in the process of evaluation, but in all aspects of the instructional design process as well.