Evaluate impact

Evaluating the impact of redesigned space on teacher practice and student learning is important to gain an understanding of whether or not the investment of time, funding and effort has improved learning outcomes for students. It provides vital information about what worked well, what didn't work well and what needs to be improved in future.

Key questions

  • What evidence suggests that redesigned space has impacted on student engagement and learning outcomes?
  • What does the evidence tell you about how the space and associated professional learning has impacted on teacher confidence and teaching practice?
  • Are there gaps in the evidence? If so, what additional evidence do you need to collect?

Tips for evaluating impact

  • Focus on the learning problem you were trying to address.
  • Use a combination of qualitative and quantitative data where possible.
  • Involve a 'critical friend' to help you analyse data objectively.
  • Evaluate the impact on student engagement and learning and teaching practice.
  • Set future goals for moving forward, either to scale the project more broadly across the school or to further refine the practice in the transitioned prototype space.
  • Evaluate at different time points, to track change.
  • Visit our Evaluation page for more tips.
  • Visit Centre for Education Statistics and Evaluation (CESE), Evaluation resource hub for more resources on evaluation.

For registered professional learning to guide you through the learning space design process, attend Flexible Learning Space by Design or Flexible Learning Space by Design (online).


Five prerequisites for effective evaluation in education are:

  1. Start with a clear and measurable statement of objectives.
  2. Develop a theory about how program activities will lead to improved outcomes (for example a program logic) and structure the evaluation questions around that logic.
  3. Let the evaluation questions determine the evaluation method.
  4. For questions about program impact, either a baseline or a comparison group will be required (preferably both).
  5. Be open-minded about the findings and have a clear plan for how to use the results (Centre for Education Statistics and Evaluation 2016).
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