Field reports require the researcher to combine theory and analysis learned in the classroom with methods of observation and practice applied outside of the classroom. The purpose of field reports is to describe an observed person, place, or event and to analyze that observation data in order to identify and categorize common themes in relation to the research problem(s) underpinning the study. The data is often in the form of notes taken during the observation but it can also include any form of data gathering, such as, photography, illustrations, or audio recordings.

How to Begin

Field reports are most often assigned in the applied social sciences [e.g., social work, anthropology, gerontology, criminal justice, education, law, the health care professions] where it is important to build a bridge of relevancy between the theoretical concepts learned in the classroom and the practice of actually doing the work you are being taught to do. Field reports are also common in certain science and technology disciplines [e.g., geology] but these reports are organized differently and for different purposes than what is described below.

Professors will assign a field report with the intention of improving your understanding of key theoretical concepts through a method of careful and structured observation of and reflection about real life practice. Field reports facilitate the development of data collection techniques and observation skills and allow you to understand how theory applies to real world situations. Field reports are also an opportunity to obtain evidence through methods of observing professional practice that challenge or refine existing theories.

We are all observers of people, their interactions, places, and events; however, your responsibility when writing a field report is to create a research study based on data generated by the act of observation, a synthesis of key findings, and an interpretation of their meaning. When writing a field report you need to:

• Systematically observe and accurately record the varying aspects of a situation. Always approach your field study with a detailed plan about what you will observe, where you should conduct your observations, and the method by which you will collect and record your data.
• Continuously analyze your observations. Always look for the meaning underlying the actions you observe. Ask yourself: What’s going on here? What does this observed activity mean? What else does this relate to? Note that this is an on-going process of reflection and analysis taking place for the duration of your field research.
• Keep the report’s aims in mind while you are observing. Recording what you observe should not be done randomly or haphazardly; you must be focused and pay attention to details. Enter the field with a clear plan about what you are intending to observe and record while, at the same time, be prepared to adapt to changing circumstances as they may arise.
• Consciously observe, record, and analyze what you hear and see in the context of a theoretical framework. This is what separates data gatherings from simple reporting. The theoretical framework guiding your field research should determine what, when, and how you observe and act as the foundation from which you interpret your findings.

Techniques to Record Your Observations

Note Taking
This is the most commonly used and easiest method of recording your observations. Tips for taking notes include: organizing some shorthand symbols beforehand so that recording basic or repeated actions does not impede your ability to observe, using many small paragraphs, which reflect changes in activities, who is talking, etc., and, leaving space on the page so you can write down additional thoughts and ideas about what’s being observed, any theoretical insights, and notes to yourself about may require further investigation. See drop-down tab for additional information about note-taking.

Video and Audio Recordings
Video or audio recording your observations has the positive effect of giving you an unfiltered record of the observation event. It also facilitates repeated analysis of your observations. However, these techniques have the negative effect of increasing how intrusive you are as an observer and will often not be practical or even allowed under certain circumstances [e.g., interaction between a doctor and a patient] and in certain organizational settings [e.g., a courtroom].

Illustrations/Drawings
This does not an artistic endeavor but, rather, refers to the possible need, for example, to draw a map of the observation setting or illustrating objects in relation to people’s behavior. This can also take the form of rough tables or graphs documenting the frequency and type of activities observed. These can be subsequently placed in a more readable format when you write your field report.

Examples of Things to Document While Observing

• Physical setting. The characteristics of an occupied space and the human use of the place where the observation(s) are being conducted.
• Objects and material culture. The presence, placement, and arrangement of objects that impact the behavior or actions of those being observed. If applicable, describe the cultural artifacts representing the beliefs–values, ideas, attitudes, and assumptions–used by the individuals you are observing.
• Use of language. Don’t just observe but listen to what is being said, how is it being said, and, the tone of conversation among participants.
• Behavior cycles. This refers to documenting when and who performs what behavior or task and how often they occur. Record at which stage is this behavior occurring within the setting.
• The order in which events unfold. Note sequential patterns of behavior or the moment when actions or events take place and their significance.
• Physical characteristics of subjects. If relevant, note age, gender, clothing, etc. of individuals.
• Expressive body movements. This would include things like body posture or facial expressions. Note that it may be relevant to also assess whether expressive body movements support or contradict the use of language.

Brief notes about all of these examples contextualize your observations; however, your observation notes will be guided primarily by your theoretical framework, keeping in mind that your observations will feed into and potentially modify or alter these frameworks.

Sampling Techniques

Sampling refers to the process used to select a portion of the population for study. Qualitative research, of which observation is one method, is generally based on non-probability and purposive sampling rather than probability or random approaches characteristic of quantitatively-driven studies. Sampling in observational research is flexible and often continues until no new themes emerge from the data, a point referred to as data saturation.

All sampling decisions are made for the explicit purpose of obtaining the richest possible source of information to answer the research questions. Decisions about sampling assumes you know what you want to observe, what behaviors are important to record, and what research problem you are addressing before you begin the study. These questions determine what sampling technique you should use, so be sure you have adequately answered them before selecting a sampling method.

Ways to sample when conducting an observation include:

Ad Libitum Sampling — this approach is not that different from what people do at the zoo–observing whatever seems interesting at the moment. There is no organized system of recording the observations; you just note whatever seems relevant at the time. The advantage of this method is that you are often able to observe relatively rare or unusual behaviors that might be missed by more deliberate sampling methods. This method is also useful for obtaining preliminary observations that can be used to develop your final field study. Problems using this method include the possibility of inherent bias toward conspicuous behaviors or individuals and that you may miss brief interactions in social settings.

Behavior Sampling — this involves watching the entire group of subjects and recording each occurance of a specific behavior of particular interest and with reference to which individuals were involved. The method is useful in recording rare behaviors missed by other sampling methods and is often used in conjunction with focal or scan methods. However, sampling can be biased towards particular conspicuous behaviors.

Continuous Recording — provides a faithful record of behavior including frequencies, durations, and latencies [the time that elapses between a stimulus and the response to it]. This is a very demanding method because you are trying to record everything within the setting and, thus, measuring reliability may be sacrificed. In addition, durations and latencies are only reliable if subjects remain present throughout the collection of data. However, this method facilitates analyzing sequences of behaviors and ensures obtaining a wealth of data about the observation site and the people within it. The use of audio or video recording is most useful with this type of sampling.

Focal Sampling — this involves observing one individual for a specified amount of time and recording all instances of that individual’s behavior. Usually you have a set of predetermined categories or types of behaviors that you are interested in observing [e.g., when a teacher walks around the classroom] and you keep track of the duration of those behaviors. This approach doesn’t tend to bias one behavior over another and provides significant detail about a individual’s behavior. However, with this method, you likely have to conduct a lot of focal samples before you have a good idea about how group members interact. It can also be difficult within certain settings to keep one individual in sight for the entire period of the observation.

Instantaneous Sampling — this is where observation sessions are divided into short intervals divided by sample points. At each sample point the observer records if predetermined behaviors of interest are taking place. This method is not effective for recording discrete events of short duration and, frequently, observers will want to record novel behaviors that occur slightly before or after the point of sampling, creating a sampling error. Though not exact, this method does give you an idea of durations and is relatively easy to do. It is also good for recording behavior patterns occurring at a specific instant, such as, movement or body positions.

One-Zero Sampling — this is very similar to instantaneous sampling, only the observer records if the behaviors of interest have occurred at any time during an interval instead of at the instant of the sampling point. The method is useful for capturing data on behavior patterns that start and stop repeatedly and rapidly, but that last only for a brief period of time. The disadvantage of this approach is that you get a dimensionless score for an entire recording session, so you only get one one data point for each recording session.

Scan Sampling — this method involves taking a census of the entire observed group at predetermined time periods and recording what each individual is doing at that moment. This is useful for obtaining group behavioral data and allows for data that are evenly representative across individuals and periods of time. On the other hand, this method may be biased towards more conspicuous behaviors and you may miss a lot of what is going on between observations, especially rare or unusual behaviors.

Alderks, Peter. Data Collection. Psychology 330 Course Documents. Animal Behavior Lab. University of Washington; Emerson, Robert M. Contemporary Field Research: Perspectives and Formulations. 2nd ed. Prospect Heights, IL: Waveland Press, 2001; Emerson, Robert M. et al. “Participant Observation and Fieldnotes.” In Handbook of Ethnography. Paul Atkinson et al., eds. (Thousand Oaks, CA: Sage, 2001), 352-368; Emerson, Robert M. et al. Writing Ethnographic Fieldnotes. 2nd ed. Chicago, IL: University of Chicago Press, 2011; Ethnography, Observational Research, and Narrative Inquiry. Writing@CSU. Colorado State University; Pace, Tonio. Writing Field Reports. Scribd Online Library; Pyrczak, Fred and Randall R. Bruce. Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences. 5th ed. Glendale, CA: Pyrczak Publishing, 2005; Report Writing. UniLearning. University of Wollongong, Australia; Wolfinger, Nicholas H. On Writing Fieldnotes: Collection Strategies and Background Expectancies.” Qualitative Research 2 (April 2002): 85-95; Writing Reports. Anonymous. The Higher Education Academy.

How you choose to format your field report is determined by the research problem, the theoretical perspective that is driving your analysis, the observations that you make, and/or specific guidelines established by your professor. Since field reports do not have a standard format, it is worthwhile to determine from your professor what the preferred organization should be before you begin to write. Note that field reports should be written in the past tense. With this in mind, most field reports in the social sciences include the following elements:

I.  Introduction
The introduction should describe the specific objective and important theories or concepts underpinning your field study. The introduction should also describe the nature of the organization or setting where you are conducting the observation, what type of observations you have conducted, what your focus was, when you observed, and the methods you used for collecting the data. You should also include a review of pertinent literature.

II.  Description of Activities

Your readers only knowledge and understanding of what happened will come from the description section of your report because they have not been witness to the situation, people, or events that you are writing about. Given this, it is crucial that you provide sufficient details to place the analysis that will follow into proper context; don’t make the mistake of providing a description without context. The description section of a field report is similar to a well written piece of journalism. Therefore, a helpful approach to systematically describing the varying aspects of an observed situation is to answer the “Five W’s of Investigative Reporting.” These are:

• What — describe what you observed. Note the temporal, physical, and social boundaries you imposed to limit the observations you made. What were your general impressions of the situation you were observing. For example, as a student teacher, what is your impression of the application of iPads as a learning device in a history class; as a cultural anthropologist, what is your impression of women participating in a Native American religious ritual?
• Where — provide background information about the setting of your observation and, if necessary, note important material objects that are present that help contextualize the observation [e.g., arrangement of computers in relation to student engagement with the teacher].
• When — record factual data about the day and the beginning and ending time of each observation. Note that it may also be necessary to include background information or key events which impact upon the situation you were observing [e.g., observing the ability of teachers to re-engage students after coming back from an unannounced fire drill].
• Who — note the participants in the situation in terms of age, gender, ethnicity, and/or any other variables relevant to your study. Record who is doing what and saying what, as well as, who is not doing or saying what. If relevant, be sure to record who was missing from the observation.
• Why — why were you doing this? Describe the reasons for selecting particular situations to observe. Note why something happened. Also note why you may have included or excluded certain information.

III.  Interpretation and Analysis

Always place the analysis and interpretations of your field observations within the larger context of the theories and issues you described in the introduction. Part of your responsibility in analyzing the data is to determine which observations are worthy of comment and interpretation, and which observations are more general in nature. It is your theoretical framework that allows you to make these decisions. You need to demonstrate to the reader that you are looking at the situation through the eyes of an informed viewer, not as a lay person.

Here are some questions to ask yourself when analyzing your observations:

• What is the meaning of what you have observed?
• Why do you think what you observed happened? What evidence do you have for your reasoning?
• What events or behaviors were typical or widespread? If appropriate, what was unusual or out of ordinary? How were they distributed among categories of people?
• Do you see any connections or patterns in what you observed?
• Why did the people you observed proceed with an action in the way that they did? What are the implications of this?
• Did the stated or implicit objectives of what you were observing match what was achieved?
• What were the relative merits of the behaviors you observed?
• What were the strengths and weaknesses of the observations you recorded?
• Do you see connections between what you observed and the findings of similar studies identified from your review of the literature?
• How do your observations fit into the larger context of professional practice? In what ways have your observations possibly changed your perceptions of professional practice?
• Have you learned anything from what you observed?

NOTE: Only base your interpretations on what you have actually observed. Do not speculate or manipulate your observational data to fit into your study’s theoretical framework.

IV.  Conclusion and Recommendations

The conclusion should briefly recap of the entire study, reiterating the importance or significance of your observations. Avoid including any new information. You should also state any recommendations you may have. Be sure to describe any unanticipated problems you encountered and note the limitations of your study. The conclusion should not be more than two or three paragraphs.

V.  Appendix

This is where you would place information that is not essential to explaining your findings, but that supports your analysis [especially repetitive or lengthy information], that validates your conclusions, or that contextualizes a related point that helps the reader understand the overall report. Examples of information that could be included in an appendix are figures/tables/charts/graphs of results, statistics, pictures, maps, drawings, or, if applicable, transcripts of interviews. There is no limit to what can be included in the appendix or its format [e.g., a DVD recording of the observation site], provided that it is relevant to the study’s purpose and reference is made to it in the report. If information is placed in more than one appendix [“appendices”], the order in which they are organized is dictated by the order they were first mentioned in the text of the report.

VI.  References

List all sources that you consulted and obtained information from while writing your field report. Note that field reports generally do not include further readings or an extended bibliography. However, consult with your professor concerning what your list of sources should be included. Be sure to write them in the preferred citation style of your discipline [i.e., APA, Chicago, MLA, etc.].

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