Validation of an Arabic Version of the Gifted Rating Scales–School Form

Abstract

<jats:p> The purpose of this study was to explore the psychometric properties of an Arabic translation of the Gifted Rating Scales–School Form (GRS-S) on a national sample of 907 students from Cycle 1 (Grades 1 to 4) and Cycle 2 (Grades 5 to 10) from five governorates in Oman (Muscat, Dhofar, Al-Batinah North, Al-Sharqiyah South, and Al-Dhahira). The replicability of the GRS-S factor structure was examined using the confirmatory factor analysis (CFA). The CFA results supported the six-factor solution of the original scale. Also, Cronbach’s alpha reliability coefficients of the GRS-S subscales ranged from .91 to .96. The criterion-related validity for the GRS-S scores was supported as statistically significant correlations were found between the GRS-S subscales and the Gifted and Talented Rating Scales–Second edition (GATES-2), students’ academic achievement, and the scores of the Profile of Creative Abilities (PCA) rating scale. The metric invariance results revealed that the six-factor structure of GRS-S was equally applicable across gender and grade levels. </jats:p>

The Gifted Rating Scales - School Form in Greek elementary and middle school learners: a closer insight into their psychometric characteristics

“…According to the findings of their investigation, coefficient alphas across all scales for teacher ratings were quite high at 0.99. Additionally, the CFA results validated the six-factor solution of the original scale, and Cronbach's alpha reliability values of the six GRS-S scales for the Arabic version varied from 0.91 to 0.96 (Mohamed and Omara, 2020). Similarly, Li et al (2008) examined the validity and reliability of GRS-S scores on a sample of Chinese elementary and middle schools and discovered their findings of high reliability were consistent with those reported in the GRS-S test manual (Pfeiffer and Jarosewich, 2003), with alpha values between 0.97 and 0.99.…”

“…For the evaluation of gifted students, they might be regarded as a priceless and invaluable resource. Teachers are the first to encounter kids and can spot traits that are strongly related to giftedness, therefore their assessments are crucial (Almeida et al, 2016;Mohamed and Omara, 2020). Researchers stress that by generating useful and concrete observations of their students, teachers can effectively identify them and engage in ongoing interactions with them (Pfeiffer, 2002).…”

Examining measurement invariance of an ICT literacy self-efficacy scale across gender: a comparative study

“…Moreover, most of the inter-correlations between the three subscales ranged from medium to high. An interpretation of these findings can be that participants' responses to the scale might not have been contaminated by the halo effect (Hemdan Mohamed and Omara, 2020). Like the original authors' results, the current study revealed that female students scored significantly higher on the computer literacy subscale than male students.…”

Item analysis of the Teacher’s Gifted Rating Screening Scale

“…Teacher evaluation scales represent a basic component in the selection of participants in gifted education programs, making them one of the most widely used instruments worldwide (Mohamed & Omara, 2020). Typically, these tools are developed based on the hypothesis that certain students exhibit behavioral characteristics that are significantly different from their peers concerning cognitive, physical, socio-emotional, and personal characteristics, which can be recognized by their teachers (Tirri, 2017).…”