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Hierarchical Card Sorting (HCS) is a participatory card sorting option designed to

provide insight into how people categorise and rank different phenomena. It focuses
on a process of iterative comparisons between different subjects around a shared
theme (decisions, plans, actors, etc), typically written on cards which are in turn
sorted in line with the participants own value judgments, criteria and standards.
Primarily intended for use with single respondents, HCS can be easily adapted to a
small group setting, and is used as a central component in the creation
oftreemaps. The option was developed by Rick Davies and was influenced by the
work of Gregory Bateson.

The steps to hierarchical card sorting are:


1.

Identify the respondents area of expertise or knowledge that you want to


explore. For example, a project managers knowledge of the locations in which a
project is working, or the different activities being undertaken by the project. Or a
donors knowledge of their grantees and their performance.

2.

Identify a list of relevant actual cases, e.g. of the project locations or activities.
Try to avoid using too many (say 25), otherwise the task will become time consuming
and too difficult. Write down the name of each case on a separate card and number
each card.

3.

Place all the cards in one pile and ask the respondent to tell you about some of
the differences between all these cases. This is a warm up exercise that generates a
shared awareness of the large number of differences that exist.

4.

Ask the respondent to sort all the cards into two piles of any size according to
what they think is the most important difference between all the cases represented on
the cards. If there is a particular issue that you want to explore then clarify the
question In your roles aswhat do you think is the most significant difference
between?. Or Considering the objectives of this organisationwhat do you think
is the most significant difference between?

5.

Emphasise that a distinction is important if it makes a difference. Check the


significance by asking What difference does this difference make ? If one cant be
identified then suggest to the respondent that they consider if there are other
differences which might be more important.

6.

Record which cards are in which pile, the reported difference between the two
piles, and what difference that difference makes.

7.

Take one of the two piles at time and repeat stages 4 to 6 above. Then repeat
this process with the second pile. Repeat the same process until there is only one card
left in each pile. If you have many cards to start off with you may decide to end when
each group has 2 or less cards, or some other lower limit.

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
Page 1 of 4
Updated: July 2010

The results of the card sorting exercise is called a treemap, which can be summarised
in Excel (rows = cases, columns = successive sorts, cell contents = differences), as
shown in the example below. Consequences of the differences can be inserted as
Comments in the relevant cell, or as different coloured text in the same cell as the
difference.

For evaluation-based discussions, some additional steps are needed. After producing a
tree map, call the participants attention to the results of the first sort and ask
evaluative questions such as which of these two groups were most successful? Then
move to the second level of sorting and ask the same question about the results of
each of the two sorts at this level, then move to the next level and so on. The answers
will enable all the groups of cases to be sorted in rank order, from most to least
successful. This process is extremely adaptable to whichever evaluative factors the
investigator is interested in exploring. PS: In addition to asking about relative success,
the answers can be followed up with a Why do you think so question.

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
Page 2 of 4
Updated: July 2010

10 statements

1. Native speaker increases English proficiency, communication, and confidence of


teachers.

2. ELTDP takes place through a mentoring approach which aims to go beyond the
traditional training approach.

3. ELTDP guides the teachers to adapt and implement meaningful communicative


teaching techniques in their classrooms.

4. Students in Malaysia face tremendous challenges in attaining English proficiency.


5. Quality of teachers is the single most important determinant of student outcomes.

6. English proficiency is a prerequisite to good teaching of the language.


7. Passive students viewed English as just another subject to pass, has no necessity
and practicality in their future.
8. Teachers should use other mother tongues to explain meanings of unfamiliar
words.
9. Teachers should incorporate games in a fun and interactive way.
10. Average and low proficiency students need to be proactive and consistently strive
to improve their English language proficiency until they are able to achieve their
maximum ability.

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
Page 3 of 4
Updated: July 2010

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
Page 4 of 4
Updated: July 2010

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