Educational and Psychological Measurement · 2008 · 23 citations · 24 references
EducationEducational AssessmentPsychologyChild DevelopmentPsychometricsScale DevelopmentAdolescent AssessmentCharacteristics Of Gifted LearnersChild AssessmentParentingPsychological TestingRating Scale DevelopmentAbility ScoresAcademic Achievement AssessmentEffect SizeGender Differences In GiftednessParent Score ReportsRating Scale AnalysisScale ScoresScore Scale Development
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.
24