This article explores the use of discourse analysis and conversation analysis as an evaluation tool in problem-based learning. The basic principles of the methods are discussed and their application in analysing talk in problem-based learning considered. Findings suggest that these methods could enable an understanding of how effective problem-based learning communication is constructed. For example, by analysing patterns of group communication and considering how participants give meaning to problem-based learning talk, problem-solving sequences and facilitation devices can be highlighted. Moreover, emotional and behavioural action such as cognitive dissonance and readiness for the individual within the group experience can be elucidated through talk which otherwise may remain hidden. In this way both discourse and conversation analysis can be an effective means of reflexive and evaluative practice for both tutors and students.