assessmen - Roeper Review, 30:140146, 2008 Copyright The...

Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
Roeper Review , 30:140–146, 2008 Copyright © The Roeper Institute ISSN: 0278-3193 print / 1940-865X online DOI: 10.1080/02783190801955418 REFINING IDENTIFICATION The Gifted Rating Scales-School Form: A Validation Study Based on Age, Gender, and Race GRS-S Validation Study Steven I. Pfeiffer, Yaacov Petscher, and Alper Kumtepe 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 famil- iarity 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 anal- yses 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. One important, first step in meeting the needs of the gifted is accurately and efficiently identifying students who might be gifted. At the same time, experts in the gifted field acknowledge that the identification process is fraught with problems that compromise the accurate identification of truly gifted students (Borland, 1996; Gallagher, 2003; Pfeiffer, 2001, 2002; Sternberg, 1996). One of the problems in iden- tifying gifted students is the scarcity of technically adequate rating scales (Jarosewich, Pfeiffer, & Morris, 2002). In measurement vernacular, a significant number of gifted children are not identified by present assessment procedures (Type II error). One can also assume that a significant num- ber of students who are not gifted may end up erroneously placed in gifted programs because of limitations in existing assessment procedures (Type I error). One specific reason for this state of affairs is that, in many school systems across the United States, the IQ test is the only instrument used to deter- mine whether a student is gifted (Ford, 1998; Gallagher, 2003, Naglieri & Ford, 2003; Pfeiffer, 2003). Although the IQ test enjoys a long and valued history in gifted identification (Flanagan, Genshaft, & Harrison, 1997; Sattler, 2001; Sparrow, Pfeiffer & Newman, 2005), like any psychological test, the IQ test is not infallible and has its limitations. Perhaps the most telling criticism of the IQ test, when used for gifted identification, is the fact that it is rarely used as part of a comprehensive assessment protocol. Many gifted students simply will go unrecognized if the IQ test is the sole measure used for gifted determination (Ford, Harris, Tyson, & Trotman, 2002).
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

Page1 / 8

assessmen - Roeper Review, 30:140146, 2008 Copyright The...

This preview shows document pages 1 - 2. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online