Parent Ratings Using the Chinese Version of the Parent Gifted Rating Scales–School Form Reliability and Validity for Chinese Students

Abstract

This study examined the reliability and validity of the scores of a Chinese-translated version of the Gifted Rating Scales–School Form (GRS-S) using parents as raters and explored the effects of gender and grade on the ratings. A total of 222 parents participated in the study and rated their child independently using the Chinese version of the Parent GRS-S (CVPGRS-S). Results indicate high reliability for parent rating scores and statistically significant correlations between CVPGRS-S scale scores and students' classroom academic achievement scores. The effect sizes of the relationships were moderate. Results revealed no statistically significant grade effect on any of the six CVPGRS-S scales; small but statistically significant differences in favor of females on the six CVPGRS-S scales were found. However, the effect size was small. Research results suggest that the Chinese-translated parent version of the GRS-S holds promise for use with Chinese parents.

Linking Teacher and Parent Ratings of Teacher-Nominated Gifted Elementary School Students to Each Other and to School Grades

“…Difference in Halo Effects in Teacher and Parent Ratings. Our results are in agreement with previous research indicating the presence of halo effects (e.g., Li et al, 2008;Urhahne, 2011). Cognitive abilities, creative thinking, and engagement were more strongly correlated when rated by teachers and-with the exception of the correlation between ratings of verbal and mathematical abilities-by parents as well than they were in the student data (i.e., test scores and self-reports).…”

“…Comparing Halo Effects in Teacher and Parent Ratings. The correlations between different characteristics rated by teachers or parents have been frequently found to be higher than the correlations between corresponding student data such as tests or self-reports (e.g., Li, Lee, Pfeiffer, & Petscher, 2008;Sommer et al, 2008). For example, in a study by Urhahne (2011), correlations between teachers' ratings of students' mathematical abilities, creativity, and task commitment ranged from r = .54 (mathematical abilities and creativity) to r = .67 (mathematical abilities and task commitment).…”

Triagem de Indicadores de Altas Habilidades/Superdotação: Estrutura Fatorial

“…Na versão em espanhol (Rosado, Pfeiffer, & Petscher, 2008) seis fatores foram encontrados por meio da análise fatorial confirmatória. A versão americana também indicou a adequação do modelo composto por seis escalas (Li, Lee, Pfeiffer, & Petscher, 2008;Margulies & Floyd, 2004;Pfeiffer & Blei, 2008;. A invariância da escala em diferentes países (Estados Unidos, Porto Rico, China, Coreia do Sul e Turquia) também apontou para uma estrutura multidimensional, composta por cinco fatores em todos os países avaliados, de maneira a indicar que seus resultados podem ser interpretados de maneira equivalente nas culturas mencionadas (Li, Lee, Pfeiffer, Kamatam, & Rosado, 2009).…”

Assessment in Gifted Education: A Review of the Literature From 2005 to 2016

“…Peer rating scales. The ratings of the peers of gifted students may make a useful contribution to the assessment of gifted students, as (a) peers may not be affected by the 2006Li, Lee, Pfeiffer, and Petscher (2008) Aurora Battery (Chart, Grigorenko, & Sternberg, 2008) The Aurora Battery comprises multiple modules that involve multiple informants, including a parent rating scale. It measures abilities in the areas of analytical, creative, and practical thinking.…”