Fractal vertical polarization (FVP) has joined leader-member exchange (LMX) and team member exchange (TMX) as one of the available models of communication dynamics based on complexity theory, which now all benefit from valid scales for use in organizational settings. The purpose of these models is to assess the quality of interpersonal information flow, which affects such outcomes as motivation and trust. High levels of FVP, or contrarily low levels of LMX or TMX, may obstruct communication flow and consequently interfere with people's ability to function at the peak of their capacities. This paper begins the process of developing self-report measures of these constructs in generalized form for student use in the context of instructional evaluation. The premise is that obstructions in communication flow at the institutional level in education may hamper student learning in the same way that these conditions obstruct motivation in productive enterprises. The result of the factor analysis presented herein is a usable set of scales, construable as student-perceived FVP, student-perceived generalized LMX, and student-perceived generalized TMX. The paper presents correlations with selected variables of interest, and concludes with recommendations for future research in this area.