Define the decision
Define the purpose of the programme before choosing a metric. A learning pathway might aim to improve a scoped evidence review; a tool might help users finish a usable brief. Separate discovery, attendance, completion and demonstrated outcomes. Each answers a different question and should have an explicit definition and measurement period.
Build a usable record
Choose a small set of meaningful events and record their limits. Count a completed draft separately from an authorised real project action. Explain whether a person can appear more than once and how repeat use is handled. Include the relevant denominator where a rate is reported. Avoid collecting personal information that the metric does not need.
Check the evidence boundary
Do not convert a local completion button into a qualification or verified competency. A registration does not prove active use, and a donation offer does not prove a suitable recipient received it. Combine bounded quantitative measures with specific feedback about obstacles and useful decisions. Publish only measurements actually collected through an appropriate process.
Worked example — illustrative
In a fictional workshop, twenty people attend and eleven produce a scoped evidence checklist. The organiser records those as different figures and notes that no independent competency assessment occurred. Three participants identify missing finish documents. That follow-up task is described without claiming all three suppliers later resolved the evidence gaps.
Put the method into practice
Use the training-activity template to define intended activity, evidence, consent and review responsibility. Keep illustrative game scores outside actual impact totals. Leaf’s guest learning completion is self-recorded on the device; platform-wide participation statistics require the connected service and a disclosed, tested measurement method.
- Define each measured event.
- Separate activity and outcome.
- State period and denominator.
- Avoid certification and impact inflation.
