Scales for Identifying Gifted Students

Ryser, Gail; McConnell, Kathleen

doi:10.1037/t11940-000

Cited by 32 publications

(60 citation statements)

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“…This is consistent with other teacher rating instruments when compared with external aptitude tests (e.g., Ryser & McConnell, 2004). Table 9 also presents the simple correlations among the two HOPE Scale subscales completed in the 2007-2008 school year and the MSAT reading, math, and science scores received in the 2008-2009 school year.…”

Section: Criterion-related Validity Evidencesupporting

confidence: 84%

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Additional Validity Evidence and Across-Group Equivalency of the HOPE Teacher Rating Scale

Peters

Gentry²

2012

Gifted Child Quarterly

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The HOPE Scale was developed to identify academic and social components of giftedness and talent in elementary-aged students with particular attention to students from low-income and/or culturally diverse families. Based on previous findings, additional research was conducted on revisions made to the HOPE Scale. Items were added, and 71 teachers completed the HOPE Scale on 1,700 diverse students. The HOPE Scale was evaluated for differential item and test functioning with regard to gender, ethnic/racial, and income groups. Differential item functioning was not found with ethnic/racial or income group membership, but it existed for gender. HOPE Scale scores were also compared with achievement test scores to contribute criterion-related validity information. Results indicate that HOPE Scale scores account for approximately 52% to 58% of achievement test scores.

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Section: Criterion-related Validity Evidencesupporting

confidence: 84%

“…The SIGS (Ryser & McConnell, 2004) is the newest of the three major rating scales. In a slight deviation for the others, the SIGS focuses on academic subscales including language arts, math, science, and social studies, as well as more traditional general intellectual, creativity, and leadership.…”

Section: Teacher Rating Scalesmentioning

confidence: 99%

Additional Validity Evidence and Across-Group Equivalency of the HOPE Teacher Rating Scale

Peters

Gentry²

2012

Gifted Child Quarterly

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“…Dentre alguns exemplos, pode-se citar a The Gifted Evaluation Scale (McCarney & Anderson, 1998) a qual avalia cinco áreas: habilidade intelectual, criatividade, habilidade acadêmica, artes visuais e liderança, além de uma escala opcional de motivação. A Scales for Identifying Gifted Students (Ryser & McConnell, 2004) incluem sete subescalas: habilidade intelectual geral, artes e linguagem, matemática, ciências, estudos sociais, criatividade e liderança. A Gifted and Talented Evaluation Scales (Gilliam, Carpenter, & Christensen, 1996) também incluem subescalas de habilidade intelectual, habilidade acadêmica, criatividade, liderança e talento artístico.…”

Section: Discussionunclassified

Triagem de Indicadores de Altas Habilidades/Superdotação: Estrutura Fatorial

Nakano

Oliveira

2019

Aval.Psicol.

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A relevância da avaliação das altas habilidades/superdotação (AH/S) pode ser compreendida dentro de uma proposta que busca a valorização dos pontos fortes, aptidões e talentos dos indivíduos, assim como a prevenção de problemas sociais e emocionais decorrentes da ausência de identificação. Nesse sentido, pode-se afirmar sua proximidade com os pressupostos da Psicologia Positiva. Perante a lacuna de instrumentos específicos para avaliação desse fenômeno, a construção de uma escala de triagem de indicadores de AH/S foi iniciada. Dentre os estudos para investigação de suas qualidades psicométricas, o presente estudo apresenta os resultados da análise fatorial confirmatória. As respostas de 216 avaliações, feitas pelos professores de estudantes do 2º ao 9º ano do ensino fundamental, foram analisadas. Índices de ajuste adequados foram encontrados, confirmando um modelo teórico multidimensional, que abrange, na escala, cinco domínios em que a AH/S pode se manifestar: capacidade intelectual geral, habilidades acadêmicas específicas, liderança, criatividade e talento artístico. Palavras-chave: validade do teste; testes psicológicos; superdotado. ABSTRACT-Giftedness Indicators Screening Scale: factorial structure The relevance of the assessment of giftedness can be understood within a proposal that seeks to highlight the strengths, aptitudes and talents of individuals, aiming for the prevention of social and emotional problems resulting from lack of identification. Accordingly, its proximity to the ideas of Positive Psychology can be affirmed. Considering the lack of specific instruments for evaluating this phenomenon, the development of a screening scale of indicators of giftedness was initiated. Among the studies to investigate its psychometric qualities, the present study presents the results of the confirmatory factorial analysis. The data from 216 evaluations, performed by teachers of students of grades 2 to 9 of elementary education, were analyzed. Adequate fit indices were found, confirming a multidimensional theoretical model, composed of five domains in which giftedness can be manifested: general intellectual ability, specific academic abilities, leadership, creativity and artistic talent.

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“…Currently, studies on three commonly used scales have put forth several concerns regarding psychometric and clinical issues (Jarosewich, Pfeiffer & Morris, 2002), claiming the need to develop a practical, reliable and valid assessment scale for teachers in order to assess student behaviors indicating superior intelligence. The Gifted Rating Scale (GRS) is one such assessment tool (Pfeiffer & Jarosewich, 2003), followed recently by the Teacher Rating Scales: the Gifted and Talented Evaluation Scale (GATES; Gilliam, Carpenter & Christensen, 1996), the HOPE Scale (Peters & Gentry, 2009), and the Scales for Identifying Gifted Students (SIGS) (Ryser & McConnell, 2004) (Yang, 2009). However, no standard test to be used by teachers is currently available for the Turkish population.…”

Section: Introductionmentioning

confidence: 99%

Identifying Gifted Preschoolers in Turkey: The Reliability and Validity of the Turkish-Translated Version of the GRS-Preschool/Kindergarten Form

Karadağ

Karabey²,

Pfeiffer

2016

Journal of Education and Training Studies

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The reliability and validity of the Turkish-translated version of the Gifted Rating Scales (GRS) were tested on 30 preschool teachers who provided ratings for a total of 390 preschoolers aged ranging from 4 years, 0 months to 6 years, 11 months. Results indicated that the reliability and validity of all five of the GRS-P subscales were high. Confirmatory factor analysis provided support for the five-factor model, corroborating other validation studies. Results found a significant difference in gender for artistic talent and motivation, but otherwise no effect for gender. There was no significant difference across age groups. The present study provides preliminary support for a Turkish-translated version of the GRS-P. Implications for the rating scale's use as a viable screening instrument in Turkey to assist in early, preschool gifted identification were discussed.

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Scales for Identifying Gifted Students

Cited by 32 publications

References 0 publications

Additional Validity Evidence and Across-Group Equivalency of the HOPE Teacher Rating Scale

Additional Validity Evidence and Across-Group Equivalency of the HOPE Teacher Rating Scale

Triagem de Indicadores de Altas Habilidades/Superdotação: Estrutura Fatorial

Identifying Gifted Preschoolers in Turkey: The Reliability and Validity of the Turkish-Translated Version of the GRS-Preschool/Kindergarten Form

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