Fable-based learning, folklore-based learning, and narrative pedagogy are terms used to represent the use of storytelling for learning complex topics. These learning tools build on narrative theory via our understanding of the role of metaphor and metaphorical reasoning in the learning process. Narrative theory postulates that humans are natural storytellers and interpret the world through narrative. Academic examples of narrative-based learning abound in mathematics, science, business, psychology, and computer information systems. Outcomes of this teaching tool may include overcoming resistance to learning, increased learning, enjoyment, openness to new beliefs and perspectives, and increased learner engagement. We observe that the application of narrative-based learning is currently limited to teaching and lecturing. We propose extending narrative-based learning to the assessment phase of pedagogy. The assessment phase is a knowledge-verification process where learning is measured through exams or assignments. We explore how storytelling can be used in the design of assessment exams and give two examples of multiple-choice exams that uses narrative-based learning principles in a Management of Information Systems course and a Production and Operations Management course. Students were accepting of the exam format and found the exam enjoyable. A subset of students preferred this type of exam to traditional exams. Some students report test anxiety decreased. We propose that storytelling in assessment exams have the potential to reduce test anxiety, increase enjoyment, increase cognitive fluidity, and increase perceived realism or relevance of the learning objectives. We invite other researchers to explore this domain.