The validation of the Gifted Rating Scales–School Form in Saudi Arabia

ABSTRACT

The current study investigates the reliability and validity of a Saudi-translated version of the GRS-S on a sample of 1,200 Saudi elementary and middle school students. Results showed that the reliability and validity of all six of the GRS-P subscales were high. The results revealed that there were no differences between males and females in all subscales except the leadership scale. There were no differences according to grade level. The current study supports the development of a Saudi-translated version of the GRS-S. The researcher recommended using the rating scale as a screening tool in Saudi Arabia to help gifted students.

KEYWORDS:

• gifted identification
• Gifted Rating Scale
• rating scale
• Saudi students

Acknowledgments

The author acknowledges the Deanship of Scientific Research at King Faisal University, Saudi Arabia, for financial support under annual research grant number GRANT 3.823.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Yusra Zaki Aboud

Yusra Zaki Aboud The researcher was a professor’s assistant at Damascus University (2007–2010). Then an Associate Professor at the National Research Centre for Giftedness and Creativity at King Faisal University (2010–now), she received an M.A. degree in evaluation and assessment at the American University of Beirut and a PhD in evaluation and assessment at Damascus University. She is a consultant at the National Centre for Assessment and Evaluation. Her major areas of research are evaluation and assessment, gifted education, differentiated instruction, and teacher and learner development. She has published articles in international journals on these areas. She has developed many test and scales such as to Saudi environment such as: CogAt5, SAGES-2, GRS-S, and GCAT.