Evaluation for new learning contexts - how can it be 'fit for purpose'?

Evaluation methods used by most Higher Education courses are still dominated by demands for the collection of quantifiable data which can be used for Quality Assurance purposes. Contemporary course development around the adoption of technologies needs to query the pervasiveness of this approach to evaluation. This paper argues for the potentials of narrative evaluation methods to enhance the learner experience. The focus is on the benefits of narrative methods within e-learning contexts, by which learners participate in dialogic evaluation practices as part of their course. It is argued that such approaches are relevant to the needs of practitioners and learners in contemporary contexts, and should feature within course design.