Validity and Reliability of Gifted Rating Scales-School Form in Sample of Teachers and Parents – A Czech Contribution-Reference-Cited by-同舟云学术

Validity and Reliability of Gifted Rating Scales-School Form in Sample of Teachers and Parents – A Czech Contribution

Published:2020-11-23 Issue:3 Volume:39 Page:361-371
ISSN:0734-2829
Container-title:Journal of Psychoeducational Assessment
language:en
Short-container-title:Journal of Psychoeducational Assessment

Author:

Jabůrek Michal¹^ORCID,Ťápal Adam¹,Portešová Šárka¹,Pfeiffer Steven I.²

Affiliation:

1. The Institute for Research on Children, Youth and Family, Masaryk University, Brno, Czech Republic

2. Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, FL, USA

Abstract

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).

Funder

Masarykova Univerzita

Publisher

SAGE Publications

Subject

General Psychology,Clinical Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/0734282920970718

Reference36 articles.

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2. Test use and assessment practices of school psychologists in the United States: Findings from the 2017 National Survey

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