Validity and Reliability of Gifted Rating Scales-School Form in Sample of Teachers and Parents – A Czech Contribution
| Authors | |
|---|---|
| Year of publication | 2021 |
| Type | Article in Periodical |
| Magazine / Source | Journal of Psychoeducational Assessment |
| MU Faculty or unit | |
| Citation | |
| Web | https://journals.sagepub.com/doi/10.1177/0734282920970718 |
| Doi | http://dx.doi.org/10.1177/0734282920970718 |
| Keywords | Gifted Rating Scales; assessment of children; giftedness exceptionalities/disabilities; factor structure; cross-cultural assessment |
| Attached files | |
| Description | The factor structure, the concurrent validity, and test–retest reliability of the Czech translation of the Gifted Rating Scales-School Form [GRS-S; Pfeiffer, S. I., & Jarosewich, T. (2003). GRS (gifted rating scales) - manual. Pearson] were evaluated. Ten alternative models were tested. Four models were found to exhibit acceptable fit and interpretability. The factor structure was comparable for both parent (n = 277) and teacher raters (n = 137). High correlations between the factors suggest that raters might be subject to a halo effect. Ratings made by teachers show a closer relationship with criteria (WJ IE II COG, CFT 20-R, and TIM3–5) than ratings made by parents. Test–retest reliability of teacher rating (with median 93 days) was quite high for all GRS-S subscales (r = .84–.87). |
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