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Using Alan Fiske’s Relational Models Theory, it analyzes alternative assessment in a progressive secondary school in California, comparing non-traditional methods to traditional authority-based grading. Narrative evaluations, portfolios, rubrics, and presentations support a shift from Authority Ranking toward negotiation (Market Pricing) and communal input (Communal Sharing), increasing student agency in assessment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/students-teachers-and-alternative-assessment-in-secondary-school-relational-models-theory-rmt-in-the-field-of-education/593464/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/students-teachers-and-alternative-assessment-in-secondary-school-relational-models-theory-rmt-in-the-field-of-education/593464.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper connect student-teacher relationships with assessment practices?","Question",{"text":112,"@type":113},"It argues that the relationships between students and teachers influence success, and that assessment methods play a role in how those relationships are formed and maintained in secondary school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What framework guides the analysis of teacher-student interactions?",{"text":117,"@type":113},"The paper uses Alan Fiske’s Relational Models Theory (RMT) to conceptualize relationships through four models: Authority Ranking, Communal Sharing, Equality Matching, and Market Pricing.",{"name":119,"@type":110,"acceptedAnswer":120},"Which assessment methods are discussed as alternatives to traditional letter grades?",{"text":121,"@type":113},"The paper highlights narrative evaluations, portfolios, rubrics, and end-of-year presentations as non-traditional assessment methods used at a progressive secondary school.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593464,1792171719,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Students, Teachers and Alternative Assessment in Secondary School:  \nRelational Models Theory (RMT) in the Field of Education  \nSylvia Stralberg Bagley  \nMount St Mary’s College, Los Angeles  \nAbstract  \nThe quality and types of relationships formed between students and teachers has been shown to play an essential part in the personal and academic success of students (Davis, 2003; Pianta, 1999) . Little, however, has been done to determine the role that assessment plays in teacher-student relationships. Drawing upon the work of cultural anthropologist Alan Fiske (1991), I explore the ways in which certain basic forms of relationships (known as Relational Models) are initiated and maintained in secondary school through the use of alternative assessment methods – narrative evaluations, portfolios, rubrics, and end-of-year presentations – in place of traditional letter grades. In his Relational Models Theory, Fiskeposits that human relationships and social systems are culturally-specific implementations of four elementary Relationship Models: “Authority Ranking”, “Communal Sharing”, “Equality Matching”, and “Market Pricing”. Here, I discuss how the non-traditional assessment methods used at a progressive secondary school in California allow relationships between students and teachers to shift away from an exclusively authority-based system (the Relational Model of Authority Ranking), towards a more nuanced model of negotiation (Market Pricing) and communal input (Communal Sharing)– ultimately leading to more empowered and involved students.  \nIntroduction  \nThe quality and types of relationships formed between students and teachers has been shown to play an essential part in the personal and academic success of students (Davis, 2003; Pianta, 1999) . Little, however, has been done to determine the role that assessment plays in teacher-student relationships. In part, this is because the importance of assessment as a social activity within a community of learners, rather than simply a  \nThe Australian Educational Researcher, Volume 37, Number 1, April 2010 •83  \nSYLVIA BAGLEY  \nmeans of accountability and measurement, has only recently been acknowledged. As noted by Gipps (1999),“Fifteen years ago, it would not have been considered relevant to [write about] the socio-cultural aspects of assessment. Testing… was seen as a technological activity based in psychometric theory with its emphasis on replicability and generalizability” (p. 367) .  \nIn recent years, there have been various attempts to theorise assessment in classrooms as a social activity (Cooper & Dunne, 2000; Pryor & Torrance, 2000) . Wolf, Bixby, Glenn III, and Gardner (1991), for instance, note that “if we take assessment events like graduate thesis orals or the review of scholarly papers as serious models, we would see that assessment, not just learning, can and perhaps ought to be a highly social experience” (p. 56) . Similarly, Gipps (1999) analyses assessment as a sociocultural dynamic which plays out on both a broader societal level (see also Broadfoot, 1979; Filer, 2000) and on an interpersonal level within the classroom. It is the latter realm of micro-activity with which I am concerned here.  \nIn this paper, I draw upon cultural anthropologist Alan Fiske’s (1991) Relational Models Theory (RMT)– never before applied to the field of educational research – to explore the ways in which certain basic forms of relationships (labeled by Fiske as “Relational Models”) between teachers and students are initiated and maintained through the use of alternative assessment methods. I discuss how the assessment methods used at Progressive Secondary School (a pseudonym) in California allow relationships between students and teachers to shift away from an exclusively authority-based system (the Relational Model Fiske calls Authority Ranking), towards a more nuanced model of negotiation (Market Pricing) and communal input (Communal Sharing) . Ultimately, I argue that by allowing st","cbCaiiZ9ROYyqiM7","https://ap.wps.com/l/cbCaiiZ9ROYyqiM7","pdf",167023,24,"English","# Abstract\n# Introduction\n# Theoretical Frameworks\n## Relational Models Theory","[{\"question\":\"How does the paper connect student-teacher relationships with assessment practices?\",\"answer\":\"It argues that the relationships between students and teachers influence success, and that assessment methods play a role in how those relationships are formed and maintained in secondary school.\"},{\"question\":\"What framework guides the analysis of teacher-student interactions?\",\"answer\":\"The paper uses Alan Fiske’s Relational Models Theory (RMT) to conceptualize relationships through four models: Authority Ranking, Communal Sharing, Equality Matching, and Market Pricing.\"},{\"question\":\"Which assessment methods are discussed as alternatives to traditional letter grades?\",\"answer\":\"The paper highlights narrative evaluations, portfolios, rubrics, and end-of-year presentations as non-traditional assessment methods used at a progressive secondary school.\"}]","Students, Teachers and Alternative Assessment in Secondary School - Relational Models Theory (RMT) in the Field of Education | PDF",1792077308]