The Gifted Rating Scales-School Form: A Validation Study Based on Age, Gender, and Race

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Pfeiffer S., Petscher Y., Kumtepe A. T.

ROEPER REVIEW-A JOURNAL ON GIFTED EDUCATION, vol.30, no.2, pp.140-146, 2008 (ESCI) identifier identifier identifier


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 twentytwo 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.