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Educational and Psychological Measurement
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Article

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

Huijun Li*, Donghyuck Lee, Steve I. Pfeiffer, and Yaacov Petscher

* To whom correspondence should be addressed. E-mail: hli{at}coe.fsu.edu.


  Abstract
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.

First published on February 8, 2008, doi:10.1177/0013164407313365

Educational and Psychological Measurement 2008;68:659.

A more recent version of this article appeared on August 1, 2008

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