What is the basis of teacher judgment of student cognitive abilities and academic achievement and what affects its accuracy?

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

“…In addition, the results of our bi-factor model demonstrate that the GRS-S scales primarily reflect different aspects of giftedness in addition to general cognitive ability, which is consistent with the findings of Petscher and Pfeiffer (2019). This concept would result in a bi-factor model with six distinct factors, which is also supported by Benson and Kranzler (2018) and Jaburek et al (2022). Parallel to this, our bi-factor model results show that the GRS-S scales predominantly reflect various dimensions of giftedness in addition to general cognitive ability, which is in line with Petscher and Pfeiffer (2019) findings.…”

“…The high latent correlations are compatible with a theory of giftedness that regards it as variably manifested across domains with an underlying shared ability aspect, according to the authors of the Spanish adaptation (Rosado et al, 2015), who go into more detail about this topic. This idea would lead to a bi-factor model with six distinct elements, according to Benson and Kranzler (2018) and Jaburek et al (2022). In addition, the results of our bi-factor model demonstrate that the GRS-S scales primarily reflect different aspects of giftedness in addition to general cognitive ability, which is consistent with the findings of Petscher and Pfeiffer (2019).…”

“…Parallel to this, our bi-factor model results show that the GRS-S scales predominantly reflect various dimensions of giftedness in addition to general cognitive ability, which is in line with Petscher and Pfeiffer (2019) findings. According to Peters and Pereira (2017) and Jaburek et al (2022), the findings of the present study may suggest that the GRS-S reflects a general cognitive ability with multiple dimensions of giftedness. Furthermore, our findings are consistent with the GRS-P in Greek preschoolers, which demonstrated that the application of EFA and CFA revealed the presence of a sizable general factor and that it accounted for a sizable amount (82.95%) of the GRS-P variance (Sofologi et al, 2022).…”

“…Petscher and Pfeiffer (2019), in contrast, showed a six-factor structural model demonstrating a multidimensional character of giftedness in their condensed or abbreviated form of the GRS-S (30 items utilizing a 3-point rating scale) (Benson and Kranzler, 2018). The authors of the Czech GRS-S adaptation assert that their confirmatory model complies with the original structure and that the high latent correlations between the factors, particularly Intellectual Ability, Academic Ability, and Motivation, are a fact that mirrors the multidimensional nature of giftedness (Jaburek et al, 2022). However, these associations resemble those that both the original authors (Pfeiffer and Jarosewich, 2003) and later modifications reported (Pfeifer et al, 2004;Lee and Pfeiffer, 2006;Li et al, 2008;Rosado et al, 2015).…”

The Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P): A Preliminary Examination of Their Psychometric Properties in Two Greek Samples

“…Furthermore, the above findings underlie that there is a strong connection between giftedness and executive functioning, and that teachers can identify that a gifted student can demonstrate their extraordinary abilities as early as preschool age, irrespective of cultural background and socioeconomic status. In conclusion, the research points out that working memory should be considered a key factor in the field of giftedness [ 79 ].…”