The type of tool you have used - either open ended or based around the five GLOs
The type of data you have collected - quantitative or qualitative data
You can have go at coding some learning statements on the next page.
We also suggest you try coding off line working with colleagues. Download this activity from the related downloads panel
Coding tips
Work with a colleague to agree your approach to coding and interpreting the data
Organise your material. Identify your original data (interviews, comments cards, drawings, questionnaires etc.) with a serial number
Make back-up copies of all data and keep the originals safe
Use a wide margin for notes and comments alongside your data
Read through and pick up words, phrases or ideas that give evidence of the GLOs. These may be the broad categories (knowledge and understanding etc) or you can break the GLOs down into sub-themes.
"the 'marker' pen approach to analysing proved to be very useful, especially to people who were not used to doing this. It is a straightforward easy to use technique. ….. [there was a ] great deal of discussion and argument over what each outcome means in comparison with another but the discussions helped us to understand the outcomes more fully"
Fiona illiams: Poole Library Service
Things to avoid
Over-coding You may only find tenuous links to the GLOs if you are examining evidence collected for different purposes. Don't force the statements to fit a GLO category as this will decrease the value and validity of your evidence.
Try to:
Ensure you are familiar with the GLOs
Learn to recognise statements of learning outcomes
Work with a colleague and compare the results
Develop or adapt your own tools and focus your collection of data on generating evidence of learning outcomes from your users
Avoid over-lapping the GLOs
Sometimes a sentence can be coded in more than one way. The statement below gives evidence of both knowledge and enjoyment.
The children enjoyed the participation session and gained a lot of knowledge about school life in Victorian times through first hand experience, Teacher, Knowsley Museum.
What are your coding choices?
Divide it into two statements and count both of them If you decide to code a sentence twice make it clear that it contains two learning statements in your rationale
Code it once according to which GLO is the strongest This may mean that you oversimplify the outcomes of the learning experience for the children, which is many layered
Code it according to the strongest GLO but describe, for example, how increased knowledge may lead to increased motivation - and how the two GLOs are inter-related. This is the approach we would recommend
Learning is complex and multi-layered. There will be links and connections between different levels, processes and outcomes of learning. Reflect this in your interpretation.
