Students are given a grid containing two or three superordinate concepts they’ve been studying, along with a scrambled list of subordinate items. Students/learners sort the subordinate terms into the correct categories quickly.
| Individual/Group Activity | Individually |
| Class Size | Small (<25), Medium (25-50), & Large (51-200) |
| Bloom’s Taxonomy Level | Remember |
| Development Initial | Absolute Knowing |
| Minimum Time to Facilitate | <15 Minutes |
| Minimum Time to Debrief | <5 Minutes |
| PDFs | Here |
Additional Resources
Tan, F. B., & Hunter, M. G. (2002). The repertory grid technique: A method for the study of cognition in information systems. MIS quarterly, 39-57: https://www.jstor.org/stable/4132340?casa_token=JYdGgSCTFg0AAAAA%3AersPdv_BDdEiu-8n0UkaiR6B06x3KamXiJn7bEbMZaedV-jI-PQGHQfjI-mWp0OdwLm0R4EYUo6KwMBttI_0jiT_NmGZfGFJBqWJzBQM1t1Mre0BJQ
Tomico, O., Karapanos, E., Levy, P. D., Mizutani, N., & Yamanaka, T. (2009). The Repreptory Grid Technique as a method for the study of cultural differences. International Journal of Design, 3(3), 55-63: https://research.tue.nl/en/publications/the-repeptory-grid-technique-as-a-method-for-the-study-of-cultura
Dunn, W. N., Pavlak, T. J., & Roberts, G. E. (1987). Cognitive performance appraisal—Mapping managers’ category structures using the grid technique. Personnel Review, 16(3), 16-19: https://www.emerald.com/insight/content/doi/10.1108/eb055564/full/html