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Overview: Designed to help identify children for placement in gifted and talented educational programs.

Age Range: GRS-P: 4:0 - 6:11 years; GRS-S: 6:0 - 13:11 years

Administration: Paper-and-pencil

Completion Time: 5-10 minutes

Forms: GRS-P and GRS-S

Scores/Interpretation: T score

Scoring Options: Manual Scoring

Publication Date: 2003

 
 
 

Product Details

The Gifted Rating Scales are norm-referenced rating scales based on current theories of giftedness and federal and state guidelines regarding the definition of gifted and talented students. Pre-school and Kindergarten teachers complete the Pre-School/Kindergarten GRS-P form for children between the ages of 4:0 and 6:11 years. This form of GRS–P contains brief scales covering five domains: intellectual, academic readiness, motivation, creativity and artistic talent. Teachers complete six brief scales on the School-Age GRS–S form to evaluate children between the ages of 6:0 through 13:11 years who are in grades 1 - 8. The six domains include: intellectual, academic, motivation, creativity, leadership and artistic talent.

Features and Benefits

  • GRS–P (4:0-6:11) validity studies have been conducted linking it to the Wechsler Preschool and Primary Scale of Intelligence™—Third Edition (WPPSI™–III) and measures of potential in other domains.
  • GRS–S (6:0-13:11) validity studies have been conducted linking it to the Wechsler Intelligence Scale for Children®—Third Edition (WISC®–III), and the Wechsler Individual Achievement Test®—Second Edition (WIAT®–II) and measures in other domains.
  • Both forms of the GRS provides a standardized method for identifying children for gifted and talented programs based on teacher observations.
  • Both forms of the GRS allows for identification of relative strengths and specific areas of giftedness.
  • Both forms of the GRS provides specific behavioral guidelines for identification of giftedness within each domain.
  • Teachers can complete both forms of the GRS easily and quickly.

Resources

Materials

Gifted Rating Scales Brochure (PDF- 314 KB)

Articles


 

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

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 a Chinese-translated version of the GRS-S holds promise for use with Chinese parents.

Educational and Psychological Measurement, Feb 2008; vol. 0: pp. 0013164407313365v1.

To view the full article visit http://epm.sagepub.com


The Gifted Rating Scales-School Form: An Analysis of the Standardization Sample Based on Age, Gender, Race, and Diagnostic Efficiency
Steven I. Pfeiffer and Tania Jarosewich

Abstract: This study analyzes the standardization sample of a new teacher rating scale designed to assist in the identification of gifted students. The Gifted Rating Scales–School Form (GRS-S) is based on a multidimensional model of giftedness. Results indicate no age or race/ethnicity differences on any of the scales and small but significant differences in favor of females on three of the six scales: Artistic Ability, Motivation, and Leadership Ability. Diagnostic efficiency statistics and receiver operating curve analysis support the validity of the Intellectual Ability scale in identifying intellectually gifted students. The Intellectual Ability scale was successful in both correctly identifying students with high IQ scores (test sensitivity) and correctly identifying students without high IQ scores (test specificity).

The present findings extend the analysis of the standardization sample reported in the test manual and provide additional support for the psychometric qualities of the GRS-S as a valid gifted screening tool.

Gifted Child Quarterly, Jan 2007; vol. 51: pp. 39 - 50.

To view the full article visit http://gcq.sagepub.com
*Must be an online subscriber


Identifying Young Gifted Children Using the Gifted Rating Scales–Preschool/Kindergarten Form
Steven I. Pfeiffer and Yaacov Petscher

Abstract: This article reports on an analysis of the diagnostic accuracy of a new teacher rating scale designed to assist in the identification of gifted preschool and kindergarten students. The Gifted Rating Scales–Preschool/Kindergarten Form (GRS-P) is based on a multidimensional model of giftedness. An examination of the standardization sample using diagnostic efficiency statistics provides support for the diagnostic accuracy of the GRS-P Intellectual Ability and Academic Ability scales identifying intellectual giftedness, irrespective of the IQ cut score used to demarcate giftedness. The present findings extend the analysis of the standardization sample reported in the test manual and provide additional support for the GRS-P as a gifted screening tool.

Gifted Child Quarterly, Jan 2008; vol. 52: pp. 19 - 29.

To view the full article visit http://gcq.sagepub.com
*Must be an online subscriber


The Reliability and Validity of a Korean-Translated Version of the Gifted Rating Scales
Donghyuck Lee and Steven I. Pfeiffer

Abstract: This study examined the reliability and validity of a Korean-translated version of the Gifted Rating Scales– School Form (GRS-S) and explored the effect of gender, rater, and grade. Data were collected from elementary schools in a metropolitan area and a midsize town in South Korea. In all, 49 elementary school teachers and 272 parents participated in the study; 257 students were independently rated on the GRS-S by teachers and parents. Results indicate high reliability
for both teacher and parent ratings and substantial correlations with students’ school performance. Results reveal no effect of rater or grade on any of the scales and small but significant differences in favor of females on four of the six GRS-S scales rated by teachers and five of the six scales rated by parents. The study provides preliminary support for a translated version of the GRS-S with elementary students in Korea.

Journal of Psychoeducational Assessment, Sep 2006; vol. 24: pp. 210 - 224.

To view the full article visit http://jpa.sagepub.com
*Must be an online subscriber


Steven I. Pfeiffer, Alper Kumtepe and Javier Rosado, Florida State University
Gifted Identification: Measuring Change in a Student’s Profile of Abilities Using the Gifted Rating Scales (PDF - 92 KB)
American Psychological Association, The School Psychologist, APA Division 16 School Psychology, Vol. 60, No. 3, Pages 106–111.

Pricing & Ordering

Order Complete Kit

Order Components

 
Manual Scoring
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  • Kits

    Price

    Qty

     
  • GRS Complete Kit
    0158130502
    $178.00
     
    Includes Manual, Early Child Record Form (Pkg of 25), School Age Record Form (Pkg of 25)
  • Manuals

    Price

    Qty

     
  • GRS Manual
    0158130510
    $106.10
     
  • Administration Materials

    Price

    Qty

     
  • GRS School Age Record Forms
    0158130537
    $57.40
     
    Pkg of 25
  • GRS Early Child Record Forms
    0158130529
    $57.40
     
    Pkg of 25
 
 
 
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