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

  1. Tourón, Marta 1
  2. Tourón, Javier 1
  3. Navarro-Asencio, Enrique 2
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Journal:
Relieve: Revista ELectrónica de Investigación y EValuación Educativa

ISSN: 1134-4032

Year of publication: 2023

Issue Title: Integridad Académica en la Era de la Inteligencia Artificial Generativa- Academic integrity in the era of generative artificial intelligence (GAI)

Volume: 29

Issue: 2

Type: Article

DOI: 10.30827/RELIEVE.V29I2.27787 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Relieve: Revista ELectrónica de Investigación y EValuación Educativa

Sustainable development goals

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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