Veel van de instrumenten die de dagelijkse activiteiten in kaart brengen doen dat op basis van een gesprek (interview). Maar er zijn ook instrumenten die foto’s van dagelijkse activiteiten gebruiken om het gesprek aan te gaan over die dagelijkse activiteiten, zoals de Activity Card Sort (ACS-NL). Dit artikel gaat over de ontwikkeling van vernieuwde versies van de ACS-NL voor verschillende doelgroepen.
PURPOSE: To examine the reproducibility of the institutional version of the Dutch Activity Card Sort (ACS-NL) and the possible presence of gender bias.METHODS: Older rehabilitation inpatients (N = 52) were included. Intra- and inter-rater agreement for the ACS-NL total and subscale scores was examined by intraclass correlations (ICC), and agreement of individual items by the κ coefficient (k). Gender bias was examined by the proportion of men and women selecting an ACS item.RESULTS: ICC for inter-rater agreement of the ACS total score ranged between 0.78 and 0.87, ICC for intra-rater agreement ranged between 0.79 and 0.89. Median inter-rater κ for ACS-NL items was 0.72 (interquartile scores; 0.62-0.80). The inter-rater agreement (k = 0.43) and intra-rater agreement (k = 0.39) for the five most important activities was lower. Twenty ACS activities favoured men and seven activities favoured women. As a result, men scored systematically higher on the ACS-NL than women. Logistic regression analysis correcting for activity engagement level confirmed our findings.CONCLUSIONS: The reproducibility of the ACS-NL was high. The ACS-NL institutional version score may be biased in favour of men.
This reflective paper aims to illustrate how card sorting activities can be used as an educational tool to capture group perspectives, prompt reflection and endorse citizenship skills such as discussion, critical thinking, group collaboration and decision making. For this illustration, the paper presents the results of a pilot study in which students in a higher education context conducted two different card sorting activities. In addition, the reflections and lessons learned from the case study together with literature about Diamond Ranking and Q methodology sorting technique, are presented to highlight the potential of card sorting as a multipurpose educational tool in higher education settings. In the final section, the author refelxively contemplates future research opportunities to enhance the body of literature on card sorting activities, based on the Q methodology sorting technique, as an educational tool.
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