The Gifted Rating Scales-School Form (original) (raw)
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This study analyzes the standardization sample of a new teacher rating scale designed to assist in the identification of gifted students. The Gifted Rating Scales-School Form (GRS-S) is based on a multidimensional model of giftedness. Results indicate no age or race/ethnicity differences on any of the scales and small but significant differences in favor of females on three of the six scales: Artistic Ability, Motivation, and Leadership Ability. Diagnostic efficiency statistics and receiver operating curve analysis support the validity of the Intellectual Ability scale in identifying intellectually gifted students. The Intellectual Ability scale was successful in both correctly identifying students with high IQ scores (test sensitivity) and correctly identifying students without high IQ scores (test specificity). The present findings extend the analysis of the standardization sample reported in the test manual and provide additional support for the psychometric qualities of the GRS-S as a valid gifted screening tool.
The Gifted Rating Scales School Form A Validation Study Based on Age Gender and Race
This study examined the internal consistency and validity of a new rating scale to identify gifted students, the Gifted Rating Scales-School Form (GRS-S). The study explored the effect of gender, race/ethnicity, age, and rater familiarity on GRS-S ratings. One hundred twenty-two students in first to eighth grade from elementary and middle schools in the southeastern United States participated in the investigation. Results indicated high internal consistency for the six GRS-S scales: Intellectual Ability, Academic Ability, Creativity, Artistic Talent, Leadership, and Motivation. Results revealed no effect of race/ethnicity, age, or rater familiarity with the student. There was no significant effect for gender, although a trend was noted for girls rated slightly higher than boys across all scales. This trend was consistent with analyses of the standardization data and with cross-cultural findings using translated versions of the GRS-S. The present findings provided support for the GRS-S as a valid gifted screening instrument. One important, first step in meeting the needs of the gifted is accurately and efficiently identifying students who might be gifted. At the same time, experts in the gifted field acknowledge that the identification process is fraught with problems that compromise the accurate identification of
2012
This study analyzes the standardization sample of a new teacher rating scale designed to assist in the identification of gifted students. The Gifted Rating Scales–School Form (GRS-S) is based on a multidimensional model of giftedness. Results indicate no age or race/ethnicity differences on any of the scales and small but significant differences in favor of females on three of the six scales: Artistic Ability, Motivation, and Leadership Ability. Diagnostic efficiency statistics and receiver operating curve analysis support the validity of the Intellectual Ability scale in identifying intellectually gifted students. The Intellectual Ability scale was successful in both correctly identifying students with high IQ scores (test sensitivity) and correctly identifying students without high IQ scores (test specificity). The present findings extend the analysis of the standardization sample reported in the test manual and provide additional support for the psychometric qualities of the GRS-...
This study reports on an analysis of the standardization sample of a rating scale designed to assist in identification of gifted students. The Gifted Rating Scales—Preschool/Kinder-garten Form (GRS-P) is based on a multidi-mensional model of giftedness designed for preschool and kindergarten students. Results provide support for: the internal structure of the scale; no age differences across the 3-year age span 4:0-6:11; gender differences on only one of the five scales; artistic talent; and small but statistically significant race/eth-nicity differences with Asian Americans rated, on average, 1.5 scale-score points higher than whites and Native Americans and 7 points higher than African American and Hispanic students. The present findings provide support for the GRS-P as a valid screening test for giftedness. Yaacov Petscher, MS, is a doctoral student in Developmental Psychology at Florida State University with a focus on applied quantitative methods and statistics. Yaacov completed his master's degree at Florida State in educational psychology, and measurement and statistics. His research interests include motivation in gifted and talented students and students with learning disabilities, and applications of hierarchical linear models to student reading achievement. for his helpful suggestions regarding choice of diagnostic statistics.
2016
T eachers play a relevant role in screening and identifying gifted and talented students. However, many times teacher´s assessments may be biased by personal beliefs about giftedness. In these cases, the quality of screening and identification can be enhanced through the use of measurement devices that present good psychometric properties of validity and reliability. This study presents the examination of the precision and factor validity of the Cognitive Abilities and Learning Scale (CALS: Escala de Habilidades Cognitivas e de Aprendizagem – EHC/A; Almeida, Olivira &Melo, 2000), with a sample of 262 students from fourth and fifth grades. Results suggest the existence of only one factor, not confirming the theoretical model of three factors (intellectual ability, motivation and creativity) that supports the scale. Principal components analysis for three factors shows some problems with item specification for ability and creativity. These problems contrast with high reliability coeff...
Http Dx Doi Org 10 1080 15377903 2012 643757, 2012
Definitions of what constitute students who are gifted and talented as well as policies and procedures to identify these high-ability students play a critical role in determining which individuals actually receive gifted services. This article reports on a national survey of how state policies and practices define giftedness, identify gifted students, and accommodate for gifted minority group students. Results indicate substantial changes in definitions and categories of giftedness over the past decade. Results also reveal variability in identification methods, with a majority of states using a 3-5% cutscore for demarcating giftedness while endorsing a multiple cutoff or averaging approach to gifted decision making. Most noteworthy is the fact that at present, no state advocates using a single-score decision-making model for gifted classification. The authors discuss the implications for school psychology.
Relationships Among Traditional and Modern Constructs Used in Identifying Giftedness
This paper presented a significant problem in the field of research on the gifted and talented. Traditional methods for the identification of gifted individuals, including intelligence and achievement measures do not always correctly identify every gifted individual. Identification could be made more accurate with the addition of other identification areas. One often overlooked area for identification is personality measures. Literature of the field was reviewed to clarify the identification problem. The two research questions examined were: 1. Are there relationships between scores on the Sensory Profile and traditional measures of giftedness? 2. Are there relationships between scores on the OEQII and the Sensory Profile? Four hypotheses were proposed: Hypothesis 1: Scores on the Sensory Profile will correlate with intelligence scores and achievement. Hypothesis 2: Scores on the Sensory Profile will correlate with scores on the Overexcitability Questionnaire II. Hypothesis 3: A model consisting of four latent variables (Overexcitability Questionnaire II, Sensory Profile, intelligence test scores, achievement scores) defined by the scores on their related tests will demonstrate good fit with empirically collected data. Hypothesis 4: There will be strong metric invariance between the gifted and non- gifted groups on the proposed model. Methods for exploring the hypotheses were discussed. Confirmatory factor analysis and multi-group analyses were performed. Discussion of the hypotheses, the limitations of the study, and of future directions for research was conducted. All four hypotheses were supported, although some hypotheses were supported more strongly than others. Scores on the Sensory Profile were weakly correlated with intelligence and achievement scores. Scores on the Sensory Profile were moderately correlated with scores on the Overexcitability Questionnaire II. A model consisting of four latent variables (Overexcitability Questionnaire II, Sensory Profile, intelligence test scores, achievement scores) defined by the scores on their related tests demonstrated adequate fit with empirically collected data. There was strict metric invariance between the gifted and non-gifted groups on the proposed model. Evidence supporting both convergent and divergent validity between the four latent factors was found as a result of the analyses. Further research should be done to examine the validity of the Sensory Profile for use in identifying gifted individuals.
The Test Authors Speak: Reporting on an Author Survey of the Leading Tests Used in Gifted Assessment
Test Authors Speak...about gifted assessment, 2016
The conceptualization of giftedness continues to be a widely debated topic within the field. Recently, there has been a shift from a psychometric view of giftedness to inclusion of conative and contextual factors. How one defines and conceptualizes "gifted" drives assessment and identification practices. Conceptualization also guides the development of measures used in gifted assessment; however, the perceptions of giftedness held by test authors have not yet been explored empirically. The aim of this study was to investigate the perspectives of giftedness held by authors of the leading tests in gifted assessment. Test authors provided their views on topics, including gifted identification, use of cutoff scores, and how their tests serve the needs of this unique population. Findings indicate that there are varying opinions and views of giftedness, although most test authors in the sample embrace a multi-dimensional approach to gifted assessment. This article includes a discussion of clinical implications and future directions.
Ethnic and Gender Differences in Identifying Gifted Students: A MultiCultural Analysis
2010
The purpose of this study was to examine ethnic and gender differences in using DISCOVER, a performance-based assessment, for identifying gifted students. The sample consisted of 941 students from grades K-5 belonging to six ethnicities: White Americans, African-Americans, Hispanics, Native-Americans, South Pacific/Pacific Islanders, and Arabs. The 5 X 6 MANOVA (activity x ethnicity) yielded a significant interaction, but no main effect for either activity or ethnicity was found. Plots of the interaction showed that South Pacific/Pacific Islanders scored highest on Oral Linguistic whereas White Americans scored highest in Math and Native Americans scored highest in Spatial Artistic activity. No gender differences in identification were found. All ethnic groups were well represented among identified students, suggesting that DISCOVER might be used in different countries and with culturally diverse students.
The Journal of Secondary Gifted Education
The Journal of Secondary Gifted Education, 2004
This study investigated the effectiveness of a performancebased assessment (DISCOVER (Discovering Intellectual Strengths and Capabilities through Observation while allowing for Varied Ethnic Responses)) in identifying gifted minority middle school students. Research questions focused on examining the alignment between DISCOVER and Gardner's theory of multiple intelligences (MI), as well as assessing gender and ethnic differences. Middle school students (n=395) were mostly Mexican American and Native American from lower socioeconomic backgrounds) in Arizona. Analysis showed low inter-rating correlations, indicating a good fit between DISCOVER and MI theory in that students identified as gifted in one intelligence were not necessarily identified as gifted in other intelligences. Multiple analysis of variance showed no significant interaction effect or main effect for ethnicity, although a main effect for gender was found. Univariate analysis showed that males outperformed females in the mathematics activity of DISCOVER. However, no overall gender or ethnic differences in identification were revealed. In total, 12.4% of the participants were identified as gifted, suggesting that using DISCOVER for identification purposes might help in diminishing the problem of minority underrepresentation in programs for the gifted. (Contains 27 references.)