Another Look at the Construct Validity of the Gifted Rating Scales: Preschool/Kindergarten and School Forms

Autor/inn/en	Benson, Nicholas F.; Kranzler, John H.
Titel	Another Look at the Construct Validity of the Gifted Rating Scales: Preschool/Kindergarten and School Forms
Quelle	In: Journal of Psychoeducational Assessment, 36 (2018) 8, S.782-797 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282917710377
Schlagwörter	Construct Validity; Rating Scales; Academically Gifted; Preschool Children; Kindergarten; Young Children; Fidelity; Factor Structure; Intelligence Tests; Factor Analysis; Scores; Test Reliability; Cognitive Development; Cognitive Ability; Intelligence Quotient; Wechsler Preschool and Primary Scale of Intelligence; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Rating-Skala; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Faktorenstruktur; Intelligence test; Intelligenztest; Faktorenanalyse; Testreliabilität; Kognitive Entwicklung; Denkfähigkeit; Intelligenzquotient
Abstract	This study further examined the Gifted Rating Scales (GRS) at the internal and external stages of test validation by (a) testing structural fidelity as indicated by the number of factors supported as well as the correspondence of the latent factor structure with the scoring model proposed by the authors and (b) examining the external relations of factors underlying GRS ratings with the general factor from two widely used standardized tests of intelligence using the multimethod confirmatory factor analysis (CFA). Results of our analyses revealed the presence of a large general factor on both the GRS-Preschool (GRS-P) and the GRS-School (GRS-S) forms. This factor accounted for 80% of the variance on the GRS-P and 72% of the variance on the GRS-S, revealing that the vast majority of what the GRS measures is the general factor. In addition, coefficient [omega] for both the GRS-P and the GRS-S was 0.95 and [omega][subscript H] for the GRS-S was 0.92, demonstrating that this general factor is measured with a high degree of reliability. Results of multimethod CFAs indicated the general factor underlying the GRS correlated substantially with the general factor underlying the Wechsler scales, which may suggest that the GRS primarily reflects general cognitive ability and not multiple dimensions of giftedness. Implications of these results and directions for further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01