Plan to gather evidence

From the outset, it is crucial that you plan to collect and analyse evidence of the impact of your redesigned space on student learning and teacher practice. Whilst effective teaching always includes a focus on formative assessment to redirect practice, the transformation of space requires additional evidence to inform the future development of spaces for enhanced learning.

Key questions

  • What sources of evidence are available to support the impact of space on learning and teaching?
  • How do you identify which evidence tools are 'fit for purpose'?
  • How often, when and who will collect evidence and where will it be stored?

Tips for gathering evidence

  • Read and consider the points under 'test' the learning space workbook (PDF 286.55KB).
  • Remain focused on the educational model, identify desired learning or learning problem you are trying to address.
  • Collect a variety of evidence. Visit Centre for Education Statistics and Evaluation (CESE), Evaluation resource hub.
  • Gain feedback from all users of the learning space.
  • Gather evidence over a period of time, at transition (moving in), occupancy (settling in) and habitation (living in).
  • For new build schools, or those who have undergone major capital works, complete the post-occupancy 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.).


Performance improvement data and development of student capabilities could be used to measure and contribute towards evaluations of the pedagogical approaches enabled by a redesigned learning space, (Fisher 2005).

The increasing variety of learning spaces being made available to teachers means that in order to be able to make good use of these spaces for learning, teachers are required to acquire a new type of literacy: spatial literacy, This form of ?environmental competence? means the ability to understand space as a pedagogical tool (Imms et al., 2016).

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