Su búsqueda
Resultados 2 recursos
-
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. Putting the Research to Use: A number of issues compromise the ability to identify gifted students. Definitions of gifted and talented are inconsistent across states. Experts disagree on how to conceptualize and define giftedness. In addition, there are few technically adequate screening instruments to assist in the identification of gifted students. The present study reports on an analysis of the standardization sample of a new teacher rating scale designed to assist in the identification of gifted students. The Gifted Rating Scale–School Form (GRS-S) is a 72-item teacher rating scale based on a multidimensional model of giftedness. In this study, we have shown that the GRS-S is a technically sound screening instrument that works equally well with African American, Asian American, Hispanic, and White children across the entire age range: 6.0 to 13.11 years. Small but significant differences in favor of females were found on three of the six GRS-S scales: Artistic Ability, Motivation, and Leadership Ability. However, gender differences were not found on the Intellectual Ability, Academic Ability, and Creativity scales of the GRS-S. The GRS-S holds promise for practitioners in helping to identify gifted students. The GRS-S also holds promise for researchers in providing a technically sound instrument to measure multiple manifestations of giftedness. Policy makers will welcome the GRS-S as an easy-to-use, score, and interpret test with strong face validity that provides a level playing field and strong face validity for students from diverse ethnic and racial backgrounds. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
-
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/Kindergarten Form (GRS-P) is based on a multidimensional 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/ethnicity 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. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)
Explorar
Tipo de recurso
- Journal Article (2)