[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593860-105":59,"doc-detail-593860-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","australian-journal-of-teacher-education-dimensions-of-agency-in-new-generation-learning-spaces-developing-assessment-capability-article-1","Australian Journal of Teacher Education - Dimensions of Agency in New Generation Learning Spaces - Developing Assessment Capability - Article 1","","In new generation schooling contexts, interaction among human activity, space, and material objects co-produces spatialised practices that evolve through fluid redesign of learning spaces. Dynamic socio-material practices support negotiated development of curriculum, pedagogy, and assessment, linking spatialised practice with student agency. In Aotearoa/New Zealand, national policy urges schools to move toward redesigned learning spaces and requires leaders to develop assessment capability in step with facility redesign.",{"@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/australian-journal-of-teacher-education-dimensions-of-agency-in-new-generation-learning-spaces-developing-assessment-capability-article-1/593860/",{"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/australian-journal-of-teacher-education-dimensions-of-agency-in-new-generation-learning-spaces-developing-assessment-capability-article-1/593860.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What relationship does the article propose between learning spaces and student agency?","Question",{"text":112,"@type":113},"The article argues that evolving educational spaces shape agency as a socio-material phenomenon, produced through spatialised practices in schools.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study investigate assessment capability in flexible learning spaces?",{"text":117,"@type":113},"It uses case study research and school leader interviews to generate dimensions of socio-material agency and examine assessment practices that enable dialogic, curriculum, and spatial dimensions of agency.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are school leaders challenged in the context of Aotearoa/New Zealand policy?",{"text":121,"@type":113},"National policy impetus requires schools to move toward redesigned learning spaces, which creates a mandate for leaders to lead pedagogic change and develop assessment capability aligned with that redesign.","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},593860,1792192714,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 44 | Issue 7 | Article 1 |\n| --- | --- |\n| 2019\u003Cbr>Dimensions of Agency in New Generation Learning Spaces: Developing Assessment Capability\u003Cbr>Jennifer Charteris\u003Cbr>Univeristy of New England, Armidale, Australia, [jcharte5@une.edu.au](jcharte5@une.edu.au)\u003Cbr>Dianne Smardon\u003Cbr>Univeristy of New England, Armidale, Australia, [diannesmardon@gmail.com](diannesmardon@gmail.com) |  |\n\nRecommended Citation  \nCharteris, J., & Smardon, D. (2019). Dimensions of Agency in New Generation Learning Spaces: Developing Assessment Capability. Australian Journal of Teacher Education, 44 (7).  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol44/iss7/1](https://ro.ecu.edu.au/ajte/vol44/iss7/1)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol44/iss7/1](https://ro.ecu.edu.au/ajte/vol44/iss7/1)  \nAustralian Journal of Teacher Education  \nDimensions of Agency in Flexible Learning Spaces: Developing Assessment  \nCapability  \nJennifer Charteris  \nDianne Smardon  \nUniversity of New England  \nAbstract: In new generation schooling contexts, the interaction of  \nhuman activity, space, and objects, co-produce spatialised practices.  \nThere is the fluid use and continuous re-design of learning spaces,  \nwhere dynamic socio-material practices support the ongoing and  \nnegotiated development of curriculum, pedagogy and assessment.  \nLinks are forged in this article between spatialised practice and  \nstudent agency. In Aotearoa/New Zealand there is a national policy  \nimpetus for all schools to move towards re-designed learning spaces.  \nSchool leaders are challenged with a mandate to lead pedagogic  \nchange to develop assessment capability, in alignment with the  \nredesign of education facilities. Informed by theories of space, the  \ncase study research investigates how school leaders conceptualise  \nstudent agency within flexible learning spaces. School leader  \ninterview data are used to generate dimensions of socio-material  \nagency with consideration given to practice. Assessment practices in  \nflexible learning spaces can enable ‘dialogic’, ‘curriculum’, and  \n‘spatial’ dimensions of agency. Pedagogical practices that support  \nagency inflexible learning spaces are a focal area for ongoing  \ninvestigation.  \nKeywords: innovative learning environments, new generation learning spaces, student agency, socio-material, flexible learning spaces.  \nIntroduction  \nIn recent years, there has been significant investment in the educational infrastructure of universities, colleges and schools, where consideration has been given to the spaces in which learning occurs (Mulcahy, 2015). In keeping with international moves to leverage economic advantage through mechanisms of education, schools across Organisation for Economic Cooperation and Development’s (OECD) countries have altered architecturally designed and spatial arrangements, sometimes quite significantly (OECD , 2013).  \nTransformative shifts to develop new generation flexible learning spaces in schools (FLS)(Imms, Cleveland & Fisher, 2016), coupled with notions ofthe active 21st century learner (Benade, 2015), have resulted in student agency emerging as a critical aspect of schooling. It is timely to consider assessment practices that enable student agency in FLS.  \nConsideration of learning spaces has led to interest in spatialised pedagogical practice (Mulcahy, Cleveland & Aberton, 2015). Agency, and the capacity to be assessment capable, is a key dimension of spatialised pedagogy in FLS. According to Absolum (2006),“[a]“capability has an internal structure that includes knowledge, cognitive skills, practical skills,  \nVol 44, 7, July 2019 1  \nAustralian Journal of Teacher Education  \nattitudes, emotions, values, ethics and motivation”(p. 22). All of these elements conjoin when students develop acumen in participating in their own and others assessment. There is a growing corpus of literature on teacher assessment capabili","cbCaijXmRTRlFwMm","https://ap.wps.com/l/cbCaijXmRTRlFwMm","pdf",444069,18,"English","# Introduction\n## Learning spaces and spatialised pedagogy\n## Assessment capability and learner agency\n## Socio-material dimensions of agency","[{\"question\":\"What relationship does the article propose between learning spaces and student agency?\",\"answer\":\"The article argues that evolving educational spaces shape agency as a socio-material phenomenon, produced through spatialised practices in schools.\"},{\"question\":\"How does the study investigate assessment capability in flexible learning spaces?\",\"answer\":\"It uses case study research and school leader interviews to generate dimensions of socio-material agency and examine assessment practices that enable dialogic, curriculum, and spatial dimensions of agency.\"},{\"question\":\"Why are school leaders challenged in the context of Aotearoa/New Zealand policy?\",\"answer\":\"National policy impetus requires schools to move toward redesigned learning spaces, which creates a mandate for leaders to lead pedagogic change and develop assessment capability aligned with that redesign.\"}]","Australian Journal of Teacher Education - Dimensions of Agency in New Generation Learning Spaces - Developing Assessment Capability - Article 1 | PDF",1792078058,45]