This document provides an overview of a session on evidencing impact. The session will introduce evaluation tools like logic models and the Planning for Impact framework to help participants identify outcomes and indicators to measure impact. Attendees will take part in an exercise to identify outcomes and discuss examples of using evaluation tools. The document also discusses quality frameworks and provides resources for participants to learn more.

1. Evidencing the Impact
Daniel Sellers
Learning Link Scotland

2. Introducing yourself
Who are you?
Why are you here?
What impact do you want or need to evidence?
How do you do it now?
What do you want to be able to do?

3. By the end of the session you will be
able to:
• use terminology to talk about evaluation and
evidencing impact
• identify evaluation tools that are available, such as
the Logic Model, or Planning for Impact Framework
• identify the quality frameworks you need to use
• know where to find out more

4. You are going to:
take part in an exercise to identify outcomes
look at examples of evaluation tools and consider
how we might use them
consider the various quality frameworks
look at the draft Evidencing the Impact guidance
decide what else you need to know and understand

5. Outcomes
Indicator
Outputs
Impact
Activities
Measuring
Evidence

6. Spotting outcomes
1. Consider the list in pairs
2. Identify the outcomes
3. Can you say why they’re outcomes?
4. Can you say why others are not?
and, finally …
5. Share your ideas with the pair beside you

7. Your outcomes
Write down one outcome that you might want
to achieve.
Are you sure it’s an outcome?

8. What indicators help you to measure
whether you’re on track to achieving
your outcome?

9. Logic Model
NEED INPUT ACTIVITY OUTCOME
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12. architect
or
archaeologist?

13. Online tutorial
www.learninglinkscotland.org.uk

14. Planning for Impact Framework
• identify the indicators you will look for at each
stage of your project
• stages:
• engagement
• learning
• application of learning
• impact

15. ‘Computing for Dads’
Stage 1: engagement of learners
Need:
• we want single dads in this area to see the
relevance of the computing course to them
Indicators:
• 60% of the open day attendees sign up for more
information
Evidence:
• sign-up sheet

16. Quality frameworks
What do you use?
What frameworks do you choose to use?
What frameworks are you required to use?

17. What else do you want to:
• know?
• understand?
• be able to do?

18. Find out more
www.learninglinkscotland.org.uk
daniel@danielsellers.co.uk