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Educational and Psychological Measurement
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Parent Ratings Using the Chinese Version of the Parent Gifted Rating Scales–School Form Reliability and Validity for Chinese Students

Huijun Li

Florida State University

Donghyuck Lee

University of Missouri at St. Louis

Steve I. Pfeiffer

Florida State University

Yaacov Petscher

Florida State University

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.

Key Words: Chinese parent ratings • Gifted Rating Scales • reliability • validity

This version was published on August 1, 2008

Educational and Psychological Measurement, Vol. 68, No. 4, 659-675 (2008)
DOI: 10.1177/0013164407313365
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