Beyond superficial practices: Student agency and assessment capability in innovative learning environments

Abstract

The shift to develop innovative learning environments (ILE) in Aotearoa schools, coupled with notions of the active 21st century learner, have resulted in student agency emerging as a critical aspect of schooling. This move "is helping to change the face of education, teaching, and learning in New Zealand schools" (Abbiss, 2015, p. 3). What sort of practices are involved if we want to avoid a superficial interpretation of student agency in ILE? Let’s look in particular at formative focused assessment practices that enable student agency.