GRS™ 2

Online scoring  can generate two types of GRS 2 reports:

1. Single-Rater Report—provides one student’s scored results from one rater. 
2. Scored Dataset—provides all students’ scores within a single spreadsheet.

Reliability:

The GRS™ 2 Teacher–Preschool/Kindergarten Form (GRS 2 Teacher–P), GRS 2 Teacher–School Form (GRS 2 Teacher–S), and GRS 2 Parent Form (GRS 2 Parent)  showed evidence of reliability through high internal consistency coefficients (e.g., median omega across age groups, raters, and scales within the Normative Samples: GRS 2 Teacher–P = .98, GRS 2 Teacher–S = .98, and GRS 2 Parent = .91); a high degree of test information, providing evidence for the precision of measurement; statistically significant (p < .001), strong to very strong, and positive test-retest correlation coefficients between scores across a 2- to 4-week interval (GRS 2 Teacher–P: corrected r = .66 to .80; GRS 2 Teacher–S: corrected r = .74 to .91, GRS 2 Parent: corrected r = .62 to .74);  and statistically significant (p < .001) and strong inter-rater reliability between school-age teacher raters (corrected r = .65 to .76), and between parent raters (corrected r = .71 to .76).
 

Validity:

The GRS™ 2 showed evidence of  validity through confirmatory factor analyses (CFA) that provided evidence to support the structure of the GRS 2 scales (final models had strong fit statistics for all forms [CFI and TLI ≥ .923; SRMR ≤ .047; RMSEA ≤ .069] and replicated the structure of the original GRS™); meaningful differences between the General Population and the Gifted Samples, such that gifted students yielded higher scores than students from the general population (median Cohen’s d = 0.90 across all forms and scales), providing evidence of criterion-related validity; and evidence of convergent validity through strong associations between the Resiliency & Social Competency scale from the GRS 2 Parent and the Social Skills and Resiliency scales from the Behavior Assessment System for Children, Third Edition (BASC–3; Reynolds & Kamphaus, 2015; corrected r = .68 for both scales).
 

Fairness:

Evidence of fairness was established through  the absence of meaningful psychometric differences between demographic groups. There was no evidence of measurement bias due to the gender (maximum |ETSSD| = 0.07), race/ethnicity (maximum ETSSD = |0.07|), primary language spoken (maximum ETSSD = |0.27|), parental education level (PEL; maximum ETSSD = |0.04|), household income (maximum ETSSD = |0.06|), or country of residence (maximum ETSSD = |0.13|) of the student being rated.

A total of 2,220 individuals were included in the normative samples. Teachers in the GRS 2 Teacher–P Normative Sample rated a total of 350 preschool students and teachers in the GRS 2 Teacher–S Normative Sample rated a total of 870 school-age students. Parents/guardians in the GRS 2 Parent Normative Sample rated a total of 1,000 children/adolescents.