Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for FREE ACCESS to this landmark database

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Journal of Psychoeducational Assessment
This Article
Right arrow Full Text (PDF)
Right arrow All Versions of this Article:
0734282907303873v1
26/3/274    most recent
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in Web of Science
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Petscher, Y.
Right arrow Articles by Huijun Li
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Measurement Invariance of the Chinese Gifted Rating Scales

Teacher and Parent Forms

Yaacov Petscher

Florida State University, ypetscher{at}fcrr.org

Huijun Li

Florida Center for Reading Research

The Gifted Rating Scales—School Form (GRS-S) has been validated in several countries; however, no study has examined the rater invariance of this measure. The present study built on previous validity studies and examined configural and metric invariance between parent and teacher raters using the Chinese version of the GRS-S Teacher and Parent Forms. Analyses were conducted from a Jöreskog tradition, with testing of hypotheses related to group invariance. Model fit indices (i.e., comparative fit index [CFI], root mean square error of approximation [RMSEA], {chi} 2/df) supported equivalence in factor structure and standardized loadings between raters. Additionally, hypothesis testing revealed equivalence in loadings for raters. Implications of the results, as well as limitations and directions for future research, are discussed.

Key Words: Gifted Rating Scales • Chinese • rater invariance

This version was published on September 1, 2008

Journal of Psychoeducational Assessment, Vol. 26, No. 3, 274-286 (2008)
DOI: 10.1177/0734282907303873
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?