title: The Gifted Rating Scales-School Form: A Validation Study Based on Age, Gender, and Race.
abstract: 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.
authors.affiliation: Florida State University.
authors.forename: Steven I
authors.initials: SI
authors.lastname: Pfeiffer
authors.affiliation: Florida State University.
authors.forename: Yaacov
authors.initials: Y
authors.lastname: Petscher
authors.affiliation: Florida State University.
authors.forename: Alper
authors.initials: A
authors.lastname: Kumtepe