Recognizing the challenge of adequate evaluation in higher education, this essay introduces some of the critical, alternative-seeking conversation about educational measurement. The thesis is that knowledge, value, and meaning emerge in the relational dynamics of education, thus requiring complex approaches to evaluation, utilizing relational criteria. The method of the essay is to analyse two educational case studies--a travel seminar and a classroom course--in dialogue with educational literature and a process-relational philosophy of education. Building from this analysis, the essay concludes with proposals for relational criteria of evaluation: relations with self, community and culture, difference, earth, and social structures.