Proposed here is a relational alternative to the assessment tradition. In this relational vision, schools no longer function as factories, but as sites of collective meaning-making. 

A relational orientation to educational evaluation is thus proposed, with two primary features:

The first is a focus on valuing and co-inquiring, where all stakeholders in education engage in continuous deliberation on the meaningfulness and values in educative activities and experiences;

The second is an emphasis on adding values to education, by fostering learning, enhancing student’s participation in learning, engendering sustained engagement, and enriching the relational process itself.