Validez de Constructo de la Escala de Detección de Alumnado con Altas Capacidades para Profesores de Educación Infantil, Gifted Rating Scales (GRS2-P), en una muestra española

Marta Tourón; Javier Touron; Enrique Navarro-Asencio

doi:10.30827/relieve.v29i2.27787

Authors

Marta Tourón International University of La Rioja, Spain https://orcid.org/0000-0001-5430-4198
Javier Touron International University of La Rioja, Spain https://orcid.org/0000-0001-8217-1556
Enrique Navarro-Asencio Complutense University of Madrid, Spain https://orcid.org/0000-0002-3052-146X

DOI:

https://doi.org/10.30827/relieve.v29i2.27787

Keywords:

Gifted Rating Scales, High Ability, Gifted Identification, Construct Validity, Confirmatory Factor Analysis

Abstract

The identification of students with high abilities must be a priority in any education system. In our country, the identification deficit is notorious, partly due to the absence of adequate instruments. The participation of teachers is a key element in this process. This work offers the first construct validation process of the Gifted Rating Scales (GRS 2-P) for Early Childhood Teachers for the identification of gifted in Spain. A confirmatory factor analysis (CFA) for ordinal variables and estimation (ULSMV) has been carried out on a sample of 134 teachers. Six models have been tested, of which the five-factor model corresponding to the original of the scale has been chosen, which has shown adequate adjustment values (c2/gl, 1.44; CFI .92; TLI, .93; RMSEA, .057). For its part, the Average Variance Explained (AVE) has taken values between .45 - .74. Composite reliability shows values between .89 to .96. Although there are other empirically plausible models, we have opted for this solution adjusted to the original (M1), although further studies are suggested to confirm this point. The importance of having adequately validated instruments is considered essential in gifted identification processes that must incorporate various sources of information, such as that provided by teachers.

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Author Biographies

Marta Tourón, International University of La Rioja, Spain

Doctoral Researcher at the Universidad Internacional de La Rioja (UNIR). Gifted Education Specialist. Academic Director of CTY Spain, Center for Talented Youth Internacional Charter Member, Johns Hopkins University (2001-2011). Teacher and Academic Coordinator of the Expert in Giftedness and Talent Development at the Universidad Internacional de La Rioja (UNIR). Member of the Renzulli Learning System adaptation team to the Spanish language. She has published several papers in national and international journals related to his areas of research

Javier Touron, International University of La Rioja, Spain

Ph.D. in Biological Sciences and Ph.D. in Education. Emeritus Professor of Research Methods and Diagnosis in Education (MIDE) at the Universidad Internacional de La Rioja (UNIR). Vice- Chancellor of Innovation and Educational Development of the Universidad Internacional de La Rioja (UNIR) (2015-2021).

He has published more than 200 research papers. He is part of the Editorial Committees of some of the main Spanish and foreign magazines related to his research topics.

President of the European Council for High Ability (2000-2004). MENSA Research Foundation of USA Lifetime Achievement Award (2016). Honorary Member of the European Council for High Ability. (javiertouron.es/javier-touron/)

Enrique Navarro-Asencio, Complutense University of Madrid, Spain

PhD in Education, with Extraordinary Award, from the Universidad Complutense de Madrid (UCM) in 2013. He is currently a Full Professor, coordinates the Master in Educational Research at UCM and is Editor-in-Chief of Bordón Revista de Pedagogía. His main lines of research deal with the Evaluation of Academic Performance and associated factors and Psychometrics (email: enriquen@ucm.es)

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