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.


Introduction
In recent years, getting teacher evaluations as a strategy for identifying gifted students has grown in popularity (S.Pfeiffer, 2018).The benefits of teacher observations over parental observations in identifying gifted children have been well documented, and a study by S. I. Pfeiffer (2015) found that using teacher and family observations to assess gifted students showed that teachers have more decisionmaking authority than families.Teachers' evaluations are the most reliable long-term evaluations and are important in identifying gifted students (Jarosewich et al., 2002).Lee et al. (2006) argued that teachers have enough time to watch and engage with students on a regular schedule and that they can produce reliable student assessments.Teacher assessment scales are commonly used as screening tools to identify gifted students have grown in popularity (S.Pfeiffer, 2018).The benefits of teacher observations over parental observations in identifying gifted children have been well documented, and a study by S. I. Pfeiffer (2015) found that using teacher and family observations to assess gifted students showed that teachers have more decision-making authority than families.Teachers' evaluations are the most reliable long-term evaluations and are important in identifying gifted students (Jarosewich et al., 2002;Lee et al., 2006).Teacher assessment scales are not only effective in gathering information from teachers in all areas of giftedness, but they are also economical.They can assess a wide range of gifted characteristics that are difficult to assess with other methods, such as creativity, leadership, and motivation.Currently, there is a paucity of teacher rating scales with substantiated psychometric properties (Bebson & Kranzler, 2018).Among teacher rating scales, those with the strongest psychometric properties appear as the Gifted Rating Scales (GRS) (Cao et al., 2017).
The GRS is a norm-referenced rating scale based on current theories of giftedness and federal and state guidelines regarding the definition of gifted and talented students.Teachers complete six brief scales on the School-Age GRS -S form to evaluate children between the ages of 6:0 and 13:11 who are in grades 1-8.The GRS-S is a newly published instrument that identifies gifted students (S.I. Pfeiffer & Jarosewich, 2004).The GRS-S includes 72 items across six domains, including intellectual, academic, motivation, creativity, leadership, and artistic talent (Benson & Kranzler, 2018;Peters & Pereira, 2017).GRS-S has been validated in many countries (Lee & Pfeiffer, 2006;Mohamed et al., 2017, Pfeiffer & Petscher, 2015;S. I. Pfeiffer et al., 2008;S. I. Pfeiffer & Petscher, 2008;S. I. Pfeiffer & Jarosewich, 2007;Rosador, 2008).
The current study intends to validate the Gifted Rating Scales school form GRS-S to address this demand and provide suitable gifted identification tools because there are currently insufficient tests in Saudi Arabia to identify gifted students aged 6 to 13.This research sought to (1) investigate the reliability and validity of the gifted rating scales (GRS-S) school form and (2) characterize variations by gender, age, public vs. private school, and grade.Although the GRS-S has many advantages as an assessment tool, it has not yet been translated and validated in Arab nations like Saudi Arabia, where there is a high demand for instruments to measure diverse categories of giftedness.It was intriguing to see if a translated GRS-S could be used with a Saudi audience with little cultural baggage.In American, Korean, and Chinese populations, gender disparities were found using the GRS-S, with girls scoring somewhat higher on the scales (Lee & Pfeiffer, 2006;S. I. Pfeiffer et al., 2007).Investigations into grade disparities revealed no appreciable differences in the American or Korean groups.It will therefore be intriguing to find out whether the Saudi version of the GRS-S can identify gender or grade differences.

Gifted education in Saudi Arabia
The view of and focus on gifted education in Saudi Arabia have changed radically during the previous decade.Processes for identifying and nurturing gifted students became a significant topic among students, teachers, and parents as the methods for identifying gifted students sparked a growing interest.Gifted students were given access to activities and resources that were not available to other students (Alamiri, 2020;Essays, 2013).
Despite the Kingdom's recent experience in nurturing the gifted, which began formally in 1990, it took rapid and successful steps in caring for the gifted, which extended to encompass the gifted throughout the Kingdom.These efforts included the establishment of a national project to identify gifted students and the development of gifted care departments in public and private schools from the third grade until the end of high school to take charge of caring for the gifted.Students were identified and enrolled in programs that suited their needs and abilities through the (King Abdul-Aziz and His Companions Foundation for Giftedness and Creativity (MAWHIBA), 2016; Alamer & Phillipson, 2020;Aljughaiman et al., 2017).The National Center for Assessment (Qiyas) developed a "Multiple Mental Process Scale" (a scale of talent) to detect the student's potential abilities and academic skills in the fields of language, mathematics, science, and creative abilities.Scale dimensions are mental flexibility, scientific and mechanical reasoning, linguistic reasoning and reading comprehension, and mathematical and spatial reasoning.All levels of public education, starting from 3rd grade to the senior year of high school, are offered in all the schools in Saudi Arabia; however, the detection tools are applied to the following educational grades: 3rd grade, 6th grade, and 9th grade (The National Center for Assessment Qiyas, 2022).For many reasons, government-backed initiatives for gifted children in Saudi Arabia have not received sufficient attention.(a) Programs had not adopted an agreed-upon definition of gifted students; (b) there was a clear weakness in implementing programs for gifted students, with a weak plan and strategy in place; (c) there was a lack of identifying gifted student instruments, except for the abilities test, which was developed by Qiyas; (d) there was a weakness in selecting and preparing teachers to work with gifted students; and (e) there were weak relationships with gifted schools and parents after enrollment.Besides the foregoing, the Ministry of Education has a policy of integrating gifted students into public schools alongside other students.Like regular students, gifted students study the same curriculum, and in many schools, they are taught by nonspecialist or untrained teachers of gifted education.Despite some special programs for gifted children, such as summer enrichment programs and weekend programs, gifted students still face challenges and difficulties in Saudi public schools (Alamiri, 2020;Aljughaiman et al., 2017).

The purpose of the current study (justifications for using GRS)
The Gifted Rating Scales (GRS) were created to meet scientific accuracy standards while also serving as a diagnostic tool for identifying gifted students.Teachers' perceptions of a student's academic and intellectual competence, creativity, leadership, creative potential, and motivation are measured by this test (S.I. Pfeiffer & Jarosewich, 2003).The reliability and validity of the GRS in the United States are supported by analyses of the initial standardization data as well as follow-up research (S.I. Pfeiffer & Jarosewich, 2007;S. I. Pfeiffer et al., 2008).Similarly, versions of the GRS translated into Chinese, Turkish, Spanish, and Korean (Lee & Pfeiffer, 2006;Li, Lee, et al., 2008) have generated positive findings.There are many reasons to use "The Gifted Rating Scales": (a) it was designed to meet an important need in the gifted field, (b) there are no technically sound screening instruments to supplement the IQ test in providing a complete picture of a student's abilities and potential (S.I. Pfeiffer et al., 2008), and (c) GRS scale has a high level of validity and reliability.For example, GRS-S coefficient alpha reliabilities ranged from 0.97 to 0.99 for all the test's scales, and test-retest reliability coefficients ranged from 0.83 to 0.97, (d) representative standardization normative samples, The test manual also reports evidence in support of the internal structure and convergent and divergent validity (S.I. Pfeiffer & Jarosewich, 2003).(e) more than thirty researchers from around the world have studied the GRS test (for example, Oman: Mohamed et al., 2017;Turkey:;Karadag et al., 2016;Spain:;Rosado et al., 2015;China:;Siu, 2010;Li, Lee, et al., 2008;and Korea:;Lee & Pfeiffer, 2006).(f) GRS scale is simple to use and score (S.I. Pfeiffer & Jarosewich, 2003); (g) GRS scale is a new teacher rating scale based on a multidimensional giftedness model (S.I. Pfeiffer et al., 2006, p. 106).

Review of literature
The Gifted Rating Scales (GRS) were developed by S. I. Pfeiffer and Jarosewich (2003) to provide a developmentally appropriate way to examine indicators of giftedness across a wide range of ages (GRS-P).Teachers evaluated 375 youngsters aged 4-6.Teachers also gave GRS-S scores to 600 students, aged 6 to 11.The standardized samples included a proportion of children who were typical of each demographic variable, thanks to a stratified sampling plan.Several countries have validated the Gifted Rating Scales.The researcher tried to mention most of them to explain how their study differs from the current study.In their study, S. I. Pfeiffer and Petscher (2008) discovered that an evaluation of the standardization sample using diagnostic efficiency statistics supports the diagnostic accuracy of the GRS-P Intellectual Ability and Academic Ability scales in diagnosing intellectual giftedness regardless of the IQ cut score used to demarcate giftedness.The new findings contribute to the standardized sample examination in the test manual and provide additional support for the GRS-P as a valuable screening tool.S. I. Pfeiffer et al. (2006) conducted a study aimed at developing statistically and conceptually sound and easy-to-use tables to augment clinical decision-making in those instances when one is evaluating change using the GRS scales.The sample contained 975 children selected from across the country to match the U.S. census by ethnicity and by parental education level.
Bebson and Kranzler (2017) investigated the Gifted Rating Scales (GRS) validation on a sample of 975 students, ages ranging from 4 to 13.The analyses revealed a substantial general component in both the GRS-Preschool (GRS-P) and GRS-School (GRS-S) forms.The Li et al. (2008) study was conducted to investigate the internal consistency and validity of the Gifted Rating Scales-School Form, a new rating scale for identifying gifted students (GRS-S).122 kids in grades 1 through 8 from elementary and middle schools across the southeast United States took part in the inquiry.The Turkish-translated version of the GRS was validated by 30 preschool instructors who scored 390 preschoolers ranging in age from 4 months to 6 years and 11 months (Karadag et al., 2016).With a sample of 618 live Puerto Rican students, Rosado et al. (2015) investigated the reliability and validity of a Spanish translation of the Gifted Rating Scales-School Form (GRS).Classroom grades, Naglieri Nonverbal Test of Intelligence (NNAT) scores, and the island's local norm-referenced achievement test are all strongly and favorably associated with GRS scores.Another study to validate the Spanish version of the Gifted Rating Scales-School Form (GRS-S) has been conducted by Rosador (2008) with a sample of islandresiding Puerto Rican elementary and middle school students.The study specifically looked at the scales' dependability, comparing them to reliability results from the US standardized sample.A study investigated the measurement invariance of the Gifted Rating Scales -School Form (GRS -S) throughout the United States, Puerto Rico, China, South Korea, and Turkey.GRS -S uses 287 teachers and 1,817 students, using either translated versions of GRS -S or the original English GRS -S.The GRS -S has a comparable factor structure across the five countries, with six factors, and each of the 72 items is loaded onto the same latent variable in each group (Li, Lee, et al., 2008).
Many studies have been conducted to validate the GRS in Asia; Siu (2010) investigated the reliability and validity of a Chinese-translated version of the GRS-P.Data was collected from 250 kindergarten students, aged four months to six years and eleven months.The results showed that the GRS-P subscales had a high level of dependability.Also, Petscher and Li (2008) used the Chinese version of the GRS-S Teacher and Parent Forms to investigate configuration and metric invariance between parent and teacher raters, building on earlier validity research.In addition, a study investigated the reliability and validity of a Chinese-translated version of the GRS-S with a sample of 499 Chinese elementary and middle school students.The findings suggest that the Chinese version of the GRS-S is a valid and reliable measure of giftedness for Chinese students (Li, Lee, et al., 2008).Lee and Pfeiffer (2006) investigated the reliability and validity of a Koreantranslated version of the GRS-S, as well as the effects of gender, rater, and grade.The study included 49 elementary school teachers and 272 parents, with teachers and parents scoring 257 students independently on the GRS-S.The findings show that both teacher and parent ratings are highly reliable and that there are significant relationships between them and student achievement.Finally, Mohamed et al. (2017) investigated the reliability and validity of the GRS-S to identify gifted students in Oman.A sample of 907 students from Grades 1 to 10 in five governorates in Oman, according to the MANOVA, showed that the main effect of gender was statistically significant on the GRS subscales.
It was important to see if a translated version of the GRS-S had little cultural load and could be used with a Saudi population.The GRS-S revealed gender differences in American, Omani, Korean, Spanish, Turkish, and Chinese samples, with girls rating somewhat higher on the GRS-S scales (Karadag et al., 2016;Li, Lee, et al., 2008;Lee & Pfeiffer, 2006;Mohamed et al., 2017;S. I. Pfeiffer et al., 2007;Siu, 2009).Grade differences were investigated as well, but no significant differences were discovered in the American, Korean, Chinese, Turkish, or Omani samples.It'll be important to see if the Saudi version of the GRS-S can detect gender or age differences.The current study aims to evaluate if Saudi students' performance on all subscales of the scale differs from that of students in the scale's original study sample and other studies.Students' performance on the GRS scale's multiple subscales followed a regular pattern in most of the scalereviewed studies.The researcher was especially interested in seeing how the students in the sample performed on the subscale of artistic talent, particularly in the context of Saudi Arabia, which still does not emphasize the arts in its schools in the same manner that other countries do.

Participants
The students in the study sample were randomly selected from a population of 6,233 gifted students.A sample of 1,200 students attending 40 public and private elementary and middle schools found there were 22 primary schools and 18 middle schools.Most of the students were Saudi Arabian, with the rest coming from other Middle Eastern countries.Arabic is the first language spoken by all the students.The sample comprises 56.75% females (n = 681) and 43.25% males (n = 519), drawn from five major regions that represent different geographical regions in Saudi Arabia (south, north, east, west, and center).Students were from grades 1-8 and ranged in age from six to 13 years old (mean age, 10.08 years).The sample was selected based on three demographic variables: grade (1-8), gender (male and female), and governorate (Riyadh-Center, Jeddah-West, Al-Ahsa-East, Tabuk-North, and Abha-South).A sample description is contained in Table 1.
The Gifted Rating Scales (GRS-S) school form is for students aged 6 to 13.The GRS-S comprises six scales with 12 items each (72) (S.I. Pfeiffer & Jarosewich, 2003).Below is a brief description of the GRS-S scales: ( GRS-S items are rated by the school's teachers on a 9-point scale divided into three ranges: 1-3 (below average), 4-6 (average), and 7-9 (above average).Scores gained by students were transformed into T scores.Two gifted education specialists, a special education expert, and an academic in assessment and evaluation were consulted for the GRS-S content validity.The on-the-scale accurately measured the expected construction, according to experts.In addition, when comparing the measured subject to the scaled content, content validity is related to the quality of representation the scaled items provide for the examined fields.Unlike achievement tests such as the SAT, the CogAt focuses on a student's ability to show cognitive skills that have been linked to academic success in studies rather than how much they have learned.To locate solutions, these abilities include thinking and problem-solving, using verbal, quantitative, and non-verbal abilities (Thorndike & Hagen, 1996).

Study design
The study's objectives were to validate the GRS-S psychometric characteristics and examine the gender and grade differences among the participants in the study sample.The researcher used the descriptive-analytical method of analysis which belong to quantitative research to achieve this goal.Using this approach, the researcher can Identify the issue that needs to be researched in order to gather information and data that can be used to solve it (Al-Damin, 2007).The researcher can then resolve the issue at the center of his research by breaking the problem down into a series of questions and responding to these questions.Thus, descriptive-analytic method offers new ideas about study data.Thus, it helps to answer the study questions.The tests and scales are good tools to collect data in this methodology (Dudovskiy, 2016).Simple descriptions of the desirable characteristics of the sample under research are helpful when using a descriptive study design.On the other hand, the analytical study design is helpful for comparing two or more groups and tracking them through time.Thus, integrating both methods is appropriate to achieve the goals of the study (Van den Akker et al., 2006, 95).Simple descriptions of the desirable characteristics of the sample under research are helpful when using a descriptive study design.On the other hand, the analytical study design is helpful for comparing two or more groups and tracking them through time.Omair (2015) proposed combining the two methods to accomplish the goals of the study.

Data analysis
Data on gender and grades, as well as descriptive statistics for the full sample, were reported.The GRS-S Scale Reliability's Standard Error of Measurement (SEM) and McDonald's omega were computed.Furthermore, the Bivariate Correlation between CogAt5 scores and Gifted Rating Scales-S scores was used.Amos was used to determine how well the hypothesized factor structure suited the observed data.The data obtained was analyzed via SPSS 22.0.

Procedure
The study's first step involved translating GRS-S into another language.The literature on scale adaptation highlights the need to first assess a scale in its original form to prevent potential participants from misinterpreting any language-specific vocabulary or phrase structure (Hosseini, 2022).To achieve the best translation outcomes, the following five stages were followed for translating GRS-S into Arabic: 1.Comparison concerning the native tongue: The fundamental aim of the comparison is to establish whether the content is equivalent.The comparison was carried out by an English literature professor who is fluent in both English and Arabic as well as translation studies.To check for any problems, the translator again reviewed the GRS-S in the recipient language and the original language.2. Translation reversal to ensure accuracy Back-translating the translated GRS-S into English was done by a translator who is fluent in both the source (English) and receptor (Arabic) languages.
The translator used the translation as a starting point and then translated the meaning he understood back into English.He completed it without having read the translator's English scale.3. Scale comprehension test: a competent understanding test is key to accurate scale translation.This test will determine whether the translation was correctly understood.A group of twenty Englishspeaking educators who work in international schools in Saudi Arabia was chosen.They were asked to indicate if each item on the scale had the same meaning in Arabic and English after receiving it in both languages.The percentage of the degree of compatibility in translation for each item was calculated based on these teachers' comments.4. Five academics evaluated the final reverse translation to the Saudi form; three of them had expertise in gifted education, and two had experience in assessment and evaluation.All five concluded that the GRS-S had high conformity.5.The GRS-S Saudi version and the reverse translation were given to Pearson Publication, where the author had already secured the translation rights.With the company's confirmation letter, the language adaptation procedures were finished.The schools from throughout Saudi Arabia were selected during the study's second step after receiving formal approval from the Saudi Ministry of Education.

Reliability
As opposed to Cronbach's alpha, Hayes and Coutts (2020) said that McDonald's is the best estimator of reliability, which the researcher used to examine the reliability of the GRS-S subscales.For estimating reliability, the MBESS package for R was used to calculate McDonald's omega (ω ω).
Table 2 shows the Omega (ω ω) coefficients for each grade in the GRS-S standardization sample for six GRS-S scales.Except for grades 2 and 3 on the academic scale, which are 0.97, and grades 7 and 8 on the artistic scale, which are also 0.97, all the omega (ω ω) coefficients for the GRS-S are 0.98 or higher.The SEM, which runs from 1.00 to 1.96 for each scale, is also provided in Table 2.The SEM and confidence intervals for scores on each scale for all grade bands are relatively small, and all scales have excellent internal consistency, similar to the GRS-P.

• Concurrent validity
Although the Cognitive Abilities Test (CogAt) is not an IQ test, it is frequently used to identify individuals who would benefit from gifted and talented programs.Some schools give the CogAt to all students, while others only give it to those who have been recommended for a gifted and talented program.It's a preliminary examination.Each subtest has 15 to 20 multiple-choice questions, providing only a snapshot of the student's cognitive abilities (Thorndike & Hagen, 1996, p. 42).Bivariate correlation coefficients between the GRS-S scales and the subtests of the Cognitive Abilities Tests (CogAt) were calculated to establish the criterion-related concurrent validity of the Saudi-translated GRS-S.As shown in Table 3, the subscales of the CogAt were highly correlated with the GRS-S ratings completed by teachers.
Unfortunately, there were no rating scales in Saudi Arabia.Therefore, the study aims at validating GRS.But according to the CogAt manual, CogAt can provide a snapshot of students' cognitive abilities and can identify gifted students.S. I. Pfeiffer and Jarosewich (2004, p. 20) used WIPPSI and WISCK as criteria for the validity of GRS.Many studies on the GRS used academic achievement to validate the scale.The Rosado et al. (2015) study used classroom grades and the Naglieri Nonverbal Test of Intelligence for the same purpose.This is what encourages me to use CogAt, especially since it can be used for gifted identification.Table 3 shows the correlation coefficients.All of the correlations were statistically significant at the p < .01level.The GRS-S Intellectual Ability, Academic Ability, and Motivation Scales, as well as the CogAt subtests, had the greatest correlations.Verbal r =.91, quantitative r =.93, nonverbal r =.87, and total r =.93.Creativity and the nonverbal CogAt test had a strong relationship (r = .88).The CogAt subtests had the lowest correlation with the GRS-S Artistic Ability Scale (ranging from 59 to 71).

• The Factor Structure of the Saudi GRS-S
The researcher created a scale model for data analysis to be carried out by this model before beginning the confirmatory factor analysis for the GRS-S.The following steps were involved in the analysis process: a) To find out whether the data were appropriate for this model, the researcher did a confirmatory factor analysis.The factorial model was created in light of the theories and other studies that dealt with the scale.b) Amos automatically completes the model setting process by calculating degrees of freedom using data from two sources: the number of non-recurring elements of the sample's variance and covariance matrix (the information provided by the data) and the free parameters of the model that need to be estimated.c) Several mathematical equations attempt to quantify the variation between the model matrix and the sample matrix.The maximum likelihood method (ML), often known as the current research, was employed for short (ML).d) Matching indicators of different types are used to test models; they provide us with a broad, complete idea of how well the model fits the data.Figure 1 displays the results of the confirmatory factor analysis of GRA-S.
We note from Figure 1 that the confirmatory factorial structure of the scale consisted of six factors, each of which was saturated with twelve items, and the saturation was high or acceptable and exceeded 0.30, and it is close to the saturation that resulted from the exploratory factor analysis.Table 4 displays correlations demonstrating the loading of the scale's factors.
Based on the most popular well-matched indicators among researchers, "Root Mean Square of Approximation Index (RMSEA)," "Comparative Fit Index (GFI), Standardized Root Mean Square Residual Index (SRMR), Standardized Root Mean Square Residual Index (TLI), Tucker-Lewis Index, and Non-standard Conformity Index (CFI) (Tighza, 2012, p. 232).The results showed a match between the assumed model and the sample data, and this proves the theory from which the scale was launched, that is, the sample data confirmed the assumed model.Table 5 shows the conformity indicators, the levels of acceptance of each indicator, and their resulting values in the current research.
As noted in Table 5, most of the matching indicators show a good match of the model according to the maximum likelihood method, and the estimates given by AMOS program show good acceptance criteria for accepting the model.The match is: The value of the standard chi-square index is 2.245, which is acceptable, and the reason is the sensitivity of this indicator, which is affected by the sample size.This is an ideal situation that is impossible to implement in reality, so it relies on other, more realistic indicators based on the assumption of an approximate match (Tighza, 2012, p. 234).We find that the Comparative Conformity Index (CFI) and the Tucker-Lewis Index (TLI) all had high conformity values, and the values of each of the Quality of Conformity Index (GFI) and the Standard Conformity Index (NFI) exceeded 0.90, and all indicators of the quality of economic conformity were good.The Economic Parsimony Goodness of Fit Index (PGFI), the Parsimony Normed Fit Index (PNFI), and the Comparative Parsimony Conformity Index (PCFI) indicated good conformance.From the above, we find that the computed matching indicators are good and show that the model is characterized by good overall matching.As a result, we can conclude that the confirmatory factor analysis-based factorial construction is identical to the model that is presumed in the theoretical literature and all studies involving GRS-S (S.I. Pfeiffer & Jarosewich, 2004;S. I. Pfeiffer et al., 2006).According to the results of confirmatory factor analysis, the GRS-S has a factorial structure made up of six factors because the model produced in this study is the same as the model of the original study of the scale created by S. I. Pfeiffer and Jarosewich (2003).

Analysis by grade
The final set of analyses examined grade-level differences.The MANOVA comparing GRS-S scale scores by grade produced a significant result, F (2, 354), p .121 (Wilks's = 0776).Table 7 shows the grade-based means, standard deviations, and results of multivariate and univariate analysis.
However, on all the GRS-S scales, univariate analysis of variance revealed no significant differences.Even though differences by grade were not statistically significant, the trend was continuously in favor of students in fifth and sixth grades who were ranked highest by teachers.

Distribution of gifted abilities among Saudi students (profile of GRS-S scales)
Saudi students' performance on GRS-S in all subscales ranged between average and above average, except in artistic talent.In addition, the leadership results are very high, as shown in Figure 2.

Discussion
The GRS-S was created by S. I. Pfeiffer and Jarosewich (2003) to meet the requirement for a teacher rating scale with sufficient psychometric adequacy that could be utilized as a part of a comprehensive examination to identify gifted students.The GRS is based on a multidimensional understanding of giftedness that aligns with S. I. Pfeiffer's (2015) three-part model.In either case, there is no total or composite score that represents general giftedness.The current study explored the reliability, validity, and potential gender and grade effects of a Saudi version of the Gifted Rating Scales-school form.
The reliability coefficients for the Sauditranslated GRS-S were much higher than the minimum standard 0,80 (Bracken et al., 1998).In the Saudi-translated GRS-S, the coefficient alphas for  teacher ratings ranged from 0.91-0.99; the findings of high reliability were consistent with those provided in the GRS-S test manual.The results also provided preliminary evidence for the validity of the Saudi-translated GRS-S among Saudi students.The Saudi gifted rating scale (GRS-S) scores had high internal consistency, with the coefficient alphas of S. I. Pfeiffer and Jarosewich (2003) coefficients ranging from 85 to 0.96, which is similar.The result showed that the factor structure of the Saudi GRS-S supported a better fit of the six-factor model.According to the results of the concurrent validity study, the GRS-S translated version can be used with Saudi students.There were statistically significant bivariate correlation coefficients with significant correlations between the GRS-S scales and the CogAt subtests.The Saudi-translated GRS-S Intellectual Ability and Academic Ability Scales were more significantly associated with the verbal and quantitative subtests.The Creativity subscale was more strongly associated with the nonverbal subtest of the CogAT.
Significant correlations between scales have been found, particularly between the intellectual and academic ability scales.The findings of this study are consistent with those of the standardized sample from the United States.The high level of correlation across all six scales supports the idea of giftedness as a trait of common ability that appears differently across domains (S. I. Pfeiffer & Jarosewich, 2003).
In the Saudi GRS-S sample, five of the scales differ significantly by gender.On five scales, teachers rated girls higher than boys.Gender differences ranged from modest to high across the five scales.According to S. I. Pfeiffer et al. (2007), U.S. girls scored significantly higher than boys on three of the five scales (artistic talent, leadership ability, and motivation), but not significantly higher on the other three.Also, these findings are like those of Lee and Pfeiffer (2006), S. I. Pfeiffer et al. (2007), and Rosado et al. (2015).In their study with a Korean sample, Lee and Pfeiffer (2006) found that girls were ranked significantly higher on all six scales.Furthermore, Li, Lee, et al. (2008) found that girls were ranked considerably higher on all six scales in their study with a Chinese population.S. I. Pfeiffer et al. (2007) found that on three of the scales (artistic talent, leadership ability, and motivation), girls' mean scores were significantly higher than boys' mean scores, but not on the other three scales.Females' mean scores on four subscales (intellectual ability, academic achievement, artistic talent, and motivation) of the Omani sample were also higher than males' in the Mohamed et al. (2017) study.There were no significant differences between grades.This indicates that the Korean-translated version of the GRS-S is similarly effective in the Korean elementary school grades assessed in this study.This finding among Korean children is supported by an analysis of the original GRS-S standardization sample for US students (S.I. Pfeiffer et al., 2007).This finding is consistent with the findings of Rosado et al. (2015), who found that the analysis of result differences by grade was not statistically significant.
The results showed that Saudi students' performance on GRS-S in all subscales was between average and above average, except at the level of artistic talent.To date, quantifying the level of giftedness in KSA has proven difficult due to cultural sensitivities.We are looking at a society that celebrates its representation of the cultural arts rather than adopting western notions of creativity.As a natural consequence, this will affect its rate of giftedness if Saudi Arabia is to be measured within an international context.In addition, the leadership results are very high.One interpretation is that Saudi teachers frequently choose intellectually gifted students and those who get good grades as classroom leaders, assisting teachers in organizing various activities, supervising peer academic work, and even providing discipline.Saudi students are frequently motivated to pursue their highest levels of performance to best position themselves for competitive school placements.This could explain why teachers' GRS-S ratings for Saudi students have risen.These results were very similar to those of Li et al. (2008).The ability distribution of GRS-S also showed the high performance of students on the academic scale.Because of the influence of a student's overall academic ability, teachers may have given overestimated or exaggerated ratings.When using rating scales, use caution when interpreting the results.
According to this study, the Saudi-translated GRS-S has the potential to aid in the screening of Saudi students for gifted programs.In Saudi Arabia, the GRS-S might simply be adapted for large-scale student screening.This is crucial because Saudi Arabia has over 166,000 gifted school-aged students and is interested in evaluating and identifying them.As a result, a gifted screening test such as the GRS-S may be useful in identifying gifted children in Saudi Arabia.Individualized tests of Saudi students for giftedness are no longer possible because of financial, logistical, and human limitations.

Study limitations
Because of the possibility of a halo effect, care should be used when interpreting data from rating scales.Because of the influence of a student's overall school achievement, teachers may have given overestimated or inflated ratings.Many sessions of rater training are likely to have decreased or eliminated any halo effect.Saudi Arabia is a country with many regions, cities, and rural areas, each with its own economic and educational development.The participants for this study came from five different regions (north, south, east, west, and center).Future research is required.Before the Saudi-translated GRS-S is widely used as a gifted screening instrument, its psychometric characteristics must be investigated in various regions.

Figure 1 .
Figure 1.Structural model and standardized loadings of GRS-S form.

Figure 2 .
Figure 2. Profile of Saudi student on GRS-S scales.

Table 1 .
Description of the study sample.

Table 2 .
Scale Reliability Statistics and SEMs for GRS-S Scales by Grade.

Table 3 .
Bivariate Correlation between Gifted Rating Scales -S scores and CogAt 5 scores.

Table 4 .
Correlations demonstrating the loading of the scale's factors.

Table 5 .
Conformity indicators and their levels of acceptance and values.

Table 6 .
Gender means, standard deviations, and results of MANOVA.