The Impressionistic Method

Cunningsworth (1995), Hutchinson (1987), Johnson (1986), Lee (1975), and Stevick (1972) have all discussed the Ιmpressionistic method, including its variations. This method aims to help the evaluator / teacher obtain a general impression on, or overview of, the added value of educational content. In practice, this method allows the evaluator to quickly review content and form an opinion on its strengths and weaknesses, its design, and its structure. The method may be more applicable in evaluating printed rather than digital content. Of particular interest when reviewing content through the impressionistic method are language elements, the types of exercises used in learning, and the author’s view of the learning process.

According to Ellis (1997) this evaluation method is predictive in nature. McGrath (2002) suggests that it is more effectively applied in the pre-use stage for developing an early overall impression on the potential impact of content. This quick forma-tion of an informed opinion is the strength of the impressionistic method. Its weakness lies in the fact that it may be perceived as superficial even when find-ings are the result of systematic information gathering. Finally, the impressionistic method may be integrated in the first stage of a cyclical evaluation process that repeats throughout the development and deployment life cycle of content or processes offering incremental feedback.

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