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Scales for Rating the Behavioral Characteristics of Superior Students. Technical and Administration Manual. Revised Edition.

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Abstract

This manual describes development and use of the revised "Scales for Rating the Behavioral Characteristics of Superior Students" (SRBCSS-R), a teacher judgment instrument appropriate for use as one measure in the identification of gifted students. Part 1 explains the judgmental and empirical procedures used to revise the items on the original SRBCSS-R and the methods for conducting two field test administrations of the revised scales. It also presents the results from the analyses and the reliability and validity evidence. Two tables summarize the construct validity data and the criterion-related data on teacher judgment measures. Part 2 provides instructions for administering and interpreting the SRBCSS-R and describes purposes for using the scales, guidelines for using the scales correctly, a teacher training exercise, and how to establish local norms. Five appendices include: the second field test version of the SRBCSS-R, a brief scale for rating student performance in a gifted program, a sample SRBCSS-R, the full teacher-training exercise for using the SRBCSS-R, guidelines for calculating local percentile rank norms, and an article, "A Practical System for Identifying Gifted and Talented Students" by Joseph S. Renzulli. (DB)
Student Information
Student’s Name (or Assigned Code No.):
____________________________________________________
Date of Rating ___________ / ___________ / ___________
YEAR MONTH DAY
Date of Birth ___________ / ___________ / ___________
YEAR MONTH DAY
Age in Years _________
Grade q K q 1 q 2 q 3 q 4 q 5 q 6
q 7 q 8 q 9 q 10 q 11 q 12
Rater’s Name: _______________________________________
Relationship to Student: ____________________________
Examiner’s Name: ___________________________________
School Name: _______________________________________
Summary of Scores
I Learning Characteristics
II Creativity Characteristics
III Motivation Characteristics
IV Leadership Characteristics
V Artistic Characteristics
VI Musical Characteristics
VII Dramatics Characteristics
VIII Communication Characteristics (Precision)
IX Communication Characteristics (Expressiveness)
X Planning Characteristics
XI Mathematics Characteristics
XII Reading Characteristics
XIII Technology Characteristics
XIV Science Characteristics
Directions
These scales are designed to obtain teacher estimates of a student’s characteristics in the areas of learning, motivation, creativity,
leadership, art, music, drama, communication, planning, mathematics, reading, technology, and science. The items are derived
from the research literature dealing with characteristics of gifted and creative individuals. It should be pointed out that a con-
siderable amount of individual differences can be found within this population, and therefore, the profiles are likely to vary a
great deal. Each item in the scales should be considered separately and should reflect the degree to which you have observed
the presence or absence of each characteristic. Because the 14 dimensions of the instrument represent relatively different sets
of behaviors, the scores obtained from the separate scales should not be summed to yield a total score. In addition, we have
purposefully avoided developing national norms for this instrument. If you choose to develop local norms, they should be con-
structed for individual schools and grade levels. Instructions for calculating local norms can be found in the Scales for Rating the
Behavioral Characteristics of Superior Students—Revised Edition: Technical and Administration Manual.
Read each item in each scale and place an “x” in the box that corresponds with the frequency to which you have observed the
behavior. Each item should be read with the beginning phrase, “The student demonstrates . . .” or “The student . . .”.
© 2013 Prufrock Press Inc. Additional copies of this form may be purchased from Prufrock Press Inc.,
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SCALES FOR RATING THE BEHAVIORAL CHARACTERISTICS
OF SUPERIOR STUDENTS
(Renzulli Scales)
Joseph S. Renzulli / Linda H. Smith / Alan J. White / Carolyn M. Callahan / Robert K. Hartman / Karen L. Westberg
M. Katherine Gavin / Sally M. Reis / Del Siegle / Rachel E. Sytsma
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
LEARNING CHARACTERISTICS
The student demonstrates . . . Never Very Rarely Rarely Occasionally Frequently Always
1. advanced vocabulary for his or her age or grade
level.
2. the ability to make generalizations about events,
people, and things.
3. a large storehouse of information about a specific
topic.
4. the ability to grasp underlying principles.
5. insight into cause and effect relationships.
6. an understanding of complicated material through
analytical reasoning ability.
7. a large storehouse of information about a variety of
topics.
8. the ability to deal with abstractions.
9. recall of factual information.
10. keen and insightful observations.
11. the ability to transfer learning from one situation to
another.
Add Column Total:
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Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
CREATIVITY CHARACTERISTICS
The student demonstrates . . . Never Very Rarely Rarely Occasionally Frequently Always
1. imaginative thinking ability.
2. a sense of humor.
3. the ability to come up with unusual, unique, or clever
responses.
4. an adventurous spirit or a willingness to take risks.
5. the ability to generate a large number of ideas or
solutions to problems or questions.
6. a tendency to see humor in situations that may not
appear to be humorous to others.
7. the ability to adapt, improve, or modify objects or
ideas.
8. intellectual playfulness, a willingness to fantasize and
manipulate ideas.
9. a nonconforming attitude, does not fear being
different.
Add Column Total:
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Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
MOTIVATION CHARACTERISTICS
The student demonstrates . . . Never Very Rarely Rarely Occasionally Frequently Always
1. the ability to concentrate intently on a topic for a long
period of time.
2. behavior that requires little direction from teachers.
3. sustained interest in certain topics or problems.
4. tenacity for finding out information on topics of
interest.
5. persistent work on tasks even when setbacks occur.
6. a preference for situations in which he or she can
take personal responsibility for the outcomes of his or
her efforts.
7. follow-through behavior when interested in a topic or
problem.
8. intense involvement in certain topics or problems.
9. a commitment to long-term projects when interested in
a topic.
10. persistence when pursuing goals.
11. little need for external motivation to follow through in
work that is initially exciting.
Add Column Total:
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Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
LEADERSHIP CHARACTERISTICS
The student demonstrates . . . Never Very Rarely Rarely Occasionally Frequently Always
1. responsible behavior, can be counted on to follow
through on activities/projects.
2. a tendency to be respected by classmates.
3. the ability to articulate ideas and communicate well
with others.
4. self-confidence when interacting with age peers.
5. the ability to organize and bring structure to things,
people, and situations.
6. cooperative behavior when working with others.
7. a tendency to direct an activity when he or she is
involved with others.
Add Column Total:
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Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
ARTISTIC CHARACTERISTICS
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. likes to participate in art activities; is eager to visually
express ideas.
2. incorporates a large number of elements into artwork;
varies the subject and content of artwork.
3. arrives at unique, unconventional solutions to artistic
problems as opposed to traditional, conventional
ones.
4. concentrates for long periods of time on art projects.
5. willingly tries out different media; experiments with a
variety of materials and techniques.
6. tends to select art media for free activity or classroom
projects.
7. is particularly sensitive to the environment; is a keen
observer—sees the unusual, what may be overlooked
by others.
8. produces balance and order in artwork.
9. is critical of his or her own work; sets high standards
of quality; often reworks creation in order to refine it.
10. shows an interest in other students’ work—spends
time studying and discussing their work.
11. elaborates on ideas from other people—uses them as
a “jumping-off point” as opposed to copying them.
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
MUSICAL CHARACTERISTICS
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. shows a sustained interest in music—seeks out
opportunities to hear and create music.
2. perceives fine differences in musical tone (pitch,
loudness, timbre, duration).
3. easily remembers melodies and can produce them
accurately.
4. eagerly participates in musical activities.
5. plays a musical instrument (or indicates a strong
desire to).
6. is sensitive to the rhythm of music; responds to
changes in the tempo of music through body
movements.
7. is aware of and can identify a variety of sounds
heard at a given moment—is sensitive to
“background” noises, to chords that accompany
a melody, to the different sounds of singers or
instrumentalists in a performance.
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
DRAMATICS CHARACTERISTICS
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. volunteers to participate in classroom plays or skits.
2. easily tells a story or gives an account of some
experience.
3. effectively uses gestures and facial expressions to
communicate feelings.
4. is adept at role-playing, improvising, acting out
situations “on the spot.”
5. can readily identify himself or herself with the moods
and motivations of characters.
6. handles body with ease and poise for his or her
particular age.
7. creates original plays or makes up plays from stories.
8. commands and holds the attention of a group when
speaking.
9. is able to evoke emotional responses from listeners
can get people to laugh, frown, feel tense, etc.
10. can imitate others—is able to mimic the way people
speak, walk, gesture.
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
COMMUNICATION CHARACTERISTICS (PRECISION)
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. speaks and writes directly and to the point.
2. modifies and adjusts expression of ideas for
maximum reception.
3. is able to revise and edit in a way that is concise, yet
retains essential ideas.
4. explains things precisely and clearly.
5. uses descriptive words to add color, emotion, and
beauty.
6. expresses thoughts and needs clearly and concisely.
7. can find various ways of expressing ideas so others
will understand.
8. can describe things in a few very appropriate words.
9. is able to express fine shades of meaning by using a
large stock of synonyms.
10. is able to express ideas in a variety of alternate
ways.
11. knows and can use many words closely related in
meaning.
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
COMMUNICATION CHARACTERISTICS (EXPRESSIVENESS)
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. uses voice expressively to convey or enhance
meaning.
2. conveys information nonverbally through gestures,
facial expressions, and “body language.”
3. is an interesting storyteller.
4. uses colorful and imaginative figures of speech such
as puns and analogies.
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
PLANNING CHARACTERISTICS
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. determines what information or resources are
necessary for accomplishing a task.
2. grasps the relationship of individual steps to a whole
process.
3. allows time to execute all steps involved in a process.
4. foresees consequences or effects of action.
5. organizes his or her work well.
6. takes into account the details necessary to
accomplish a goal.
7. is good at games of strategy where it is necessary to
anticipate several moves ahead.
8. recognizes the various alternative methods for
accomplishing a goal.
9. can pinpoint where areas of difficulty might arise in a
procedure or activity.
10. arranges steps of a project in a sensible order or time
sequence.
11. is good at breaking down an activity into step-by-step
procedures.
12. establishes priorities when organizing activities.
13. shows awareness of limitations relating to time, space,
materials, and abilities when working on group or
individual projects.
14. can provide details that contribute to the development
of a plan or procedure.
15. sees alternative ways to distribute work or assign
people to accomplish a task.
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SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
MATHEMATICS CHARACTERISTICS
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. is eager to solve challenging math problems. (A
problem is defined as a task for which the solution is
not known in advance.)
2. organizes data and information to discover
mathematical patterns.
3. enjoys challenging math puzzles, games, and logic
problems.
4. understands new math concepts and processes more
easily than other students.
5. has creative (unusual and divergent) ways of solving
math problems.
6. displays a strong number sense (e.g., makes sense
of large and small numbers, estimates easily and
appropriately).
7. frequently solves math problems abstractly, without
the need for manipulatives or concrete materials.
8. has an interest in analyzing the mathematical
structure of a problem.
9. when solving a math problem, can switch strategies
easily, if appropriate or necessary.
10. regularly uses a variety of representations to explain
math concepts (written explanations, pictorial, graphic,
equations, etc.).
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
READING CHARACTERISTICS
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. eagerly engages in reading related activities.
2. applies previously learned literary concepts to new
reading experiences.
3. focuses on reading for an extended period of time.
4. pursues advanced reading material.
5. demonstrates tenacity when posed with challenging
reading.
6. shows interest in reading other types of interest-based
reading materials.
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
TECHNOLOGY CHARACTERISTICS
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. demonstrates a wide range of technology skills.
2. learns new software without formal training.
3. spends free time developing technology skills.
4. assists others with technology-related problems.
5. incorporates technology in developing creative
products/assignments/presentations.
6. eagerly pursues opportunities to use technology.
7. demonstrates more advanced technology skills than
other students his or her age.
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
STUDENT’S NAME (OR ASSIGNED CODE NO.): ________________________________________________________________________________
© 2013 Prufrock Press Inc. Reproduction in any form is prohibited without express permission of the publisher.
SCIENCE CHARACTERISTICS
The student . . . Never Very Rarely Rarely Occasionally Frequently Always
1. demonstrates curiosity about scientific processes.
2. demonstrates creative thinking about scientific
debates or issues.
3. demonstrates enthusiasm in discussion of scientific
topics.
4. is curious about why things are as they are.
5. reads about science-related topics in his or her free
time.
6. expresses interest in science projects or research.
7. clearly articulates data interpretation.
Add Column Total:
Multiply by Weight: 123456
Add Weighted Column Totals:
Scale Total:
1 11 1 1
Scoring:
Add the total number of x’s in each column to obtain the “Column Total.”
Multiply the “Column Total” by the “Weight” for each column to obtain the “Weighted Column Total.”
Sum the “Weighted Column Totals” across to obtain the Score for each dimension of the scale.
Enter the Scores for each dimension on the cover sheet.
SAMPLE
Do Not Reproduce.
... After all, students spend most of their time with their peers, where they get acquainted with the more spontaneous and unrestrained sides of one another. This paper examines the correlation between the students' assessment of their peers' giftedness and the professor's assessment, which draws upon Renzulli (2021a) scale for rating the behavioral characteristics of gifted learners, apropos which, we aim to explore the effectiveness of peer assessment, as a system for discovering giftedness. ...
... Graphic representation of the three-ring conception of giftedness Source: Renzulli (2021a) The talent areas that above-average ability encompasses refer both to general ability (abstract thinking, verbal and numerical reasoning, memory, adaptation to novel situations, fast retrieval of information, and so on), and specific ability, that is the ability to combine one's general abilities and to apply those to one or more specialized areas of knowledge or performance (Renzulli & Reis, 2021). The above-average ability cluster is described as "a constant in [the] identification system," or "a starting point for the identification process," whilst the other two clusters are the developmental aims of the gifted program (Renzulli & Reis, 2021). ...
... The above-average ability cluster is described as "a constant in [the] identification system," or "a starting point for the identification process," whilst the other two clusters are the developmental aims of the gifted program (Renzulli & Reis, 2021). Despite their categorization as "developmental goals," task commitment and creativity are, at the same time, aspects that are incorporated into Renzulli's Scales for Rating the Behavioral Characteristics of Superior Students (Renzulli 2021a). Task commitment refers to these learners' enthusiasm and investment in a particular area of study, their diligence, and their perseverance. ...
Article
Full-text available
This study explored the identification and understanding of giftedness in foreign language learning, with a particular focus on the critical role of teachers in educational practice. Addressing the gap in aligning teachers' and peers' assessments of giftedness, the research aimed to examine the correlation between university students' evaluations of their peers' giftedness and their professor's assessments in this domain. The study involved 120 first-year university students, aged between 19.5 and 20.5 years, from the Faculty of Education in Jagodina, Serbia. Data on giftedness in learning English, focusing on learning, creativity, and motivation, were gathered using an adapted scale for rating behavioral characteristics of gifted learners. The findings revealed no statistically significant correlation between the students and the teacher's assessments of giftedness in learning or creativity. However, a statistically significant correlation emerged in the domain of motivation for learning English. These results highlight the complexity of evaluating giftedness and underscore the need for further research on the interplay between different dimensions of giftedness and assessments in educational settings. Among other recommendations, the study suggests expanding future research to explore additional domains of giftedness at the university level. Keywords: Creativity; foreign language learning; giftedness; motivation.
... According to Pfeiffer and Jarosewich (2003), teacher rating scales do not require extensive teacher training and are userfriendly. There are different teacher rating scales in the related literature (Gentry, Pereira, Peters, McIntosh, & Fugate, 2021;Gilliam, Carpenter, & Christensen, 1996;McCarney & Anderson, 1998;Pfeiffer & Jarosewich, 2003;Renzulli et al., 2002;Ryser & McConnell, 2004). Pfeiffer and Jarosewich (2003) developed GRS-S (Gifted Rating Scale-School Form) in 2003. ...
... They reported acceptable levels of concurrent validity and construct validity and high level of reliability for the scores given by teachers using the scales. Renzulli et al. (2002) validated Scales for Rating the Behavioral Characteristics of Superior Student, and strong alpha reliability coefficients (ranging from 0.84 to 0.97), strong criterion-related validity and acceptable contruct validity were reported by the authors. The above-mentioned teacher rating scales had different theoretical foundations; however, giftedness needs to be defined in line with the needs of the society and an appropriate theoretical basis needs to be established by taking into consideration the views of the society and those reported in the literature on giftedness. ...
... In order to develop a teacher rating scale (TRSG) for nominating the children to gifted education programs, the present study involved three stages: item generation, instrument application and validity-reliability analyses. In the item generation stage, the existing literature was reviewed (Alma, 2015;Pfeiffer, Petscher, & Kumtepe, 2008;Jarosewich, Pfeiffer, & Morris, 2002;Pfeiffer & Jarosewich, 2003;Pilavcı, 2021;Robinson & Clinkenbeard, 2008;Frasier, 1995;Spratt, 1994;Silverman, 2003;Havigerová & Burešová, 2015;Gentry et al., 2021;Gilliam et al., 1996;Gilliam & Jerman, 2015;McCarney & Anderson, 1998;Ryser & McConnell, 2004;Renzulli et al., 2002). Following the review of the related literature, the teachers participating in the study (n=34) were asked for their opinions on the behaviors of a gifted student. ...
Article
Full-text available
Introduction Intellectual giftedness is an important student characteristic that teachers need to take into consideration when designing education programs and providing educational support to these students. Effective nomination and identification are the basis for further education. In nominating gifted students for special educational programs, teachers play an important role by providing information about superior characteristics of students. The purpose of this study is to develop a teacher rating scale (TRSG) for nominating the children to gifted education programs. Methods In order to develop a teacher rating scale (TRSG) for nominating the children to gifted education programs, the present study involved three stages: item generation, instrument application and validity-reliability analyses. One hundred sixty-nine teachers participated in the study. To ensure the validity of the scale, its content, construct and criterion-related validity were examined, and to ensure its reliability, its Cronbach alpha value was calculated. For content validity, three experts on gifted education examined the items and the whole scale in terms of successful intelligence theory. After their approval of the content, construct validity was examined by confirmatory factor analysis. Results The result of the analysis supported the three-factor structure of the scale having 17 items. According to the results of the research, it has been established that the TRSG is a valid and reliable instrument, and it may be used to nominate gifted children based on the evaluations of the teachers. Discussion Sternberg (2018) defined three components. According to the theory of Sternberg (2018), giftedness involves analytical, practical and creative intelligences, and they are associated not only with each other but also with a G factor. In the analysis, each item was classified under a component of successful intelligence theory and the statistical examinations supported the anticipated associations among the items and the factors. Limitations The sample size of the teachers was small. The limitations of this study are the use of convenience sampling and the inclusion of only 169 teachers in the sample. Another limitation is rating bias. Conclusions The results on the validity and reliability supported the notion that the scale is appropriate to be used for nomination purposes by teachers in gifted education programs. Its limited number of items, quick application, and simple scoring procedures make it advantageous for use in various contexts.
... The project's philosophy also incorporates novel ideas from the Scales for Rating the Behavioural Characteristics of Superior Students (SRBCSS) to show awareness of the relevance of non-cognitive elements in talent development (refer to Table 1). Renzulli et al.'s (2002) original SRBCSS offers a thorough framework for spotting gifted characteristics in several spheres, including leadership, creativity, and motivation. This strategy fits the present focus on growing talent in several spheres, not only in conventional academic fields (Subotnik et al., 2011). ...
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Before the global pandemic, 'Potentia Project' was carried out involving more than 200 youngsters from primary and secondary schools in the state of Perak, Malaysia. The participants were selected from various schools based mainly on the recommendations of their teachers; the participants were not typical 'straight-A' students nor were they high achievers in co-curricular activities. Based on the precept that "genius is made, not born," Potentia's overarching objective was to help youngsters with latent potential to identify their own characteristics of intelligence, and to train them to 'become' gifted and talented. Based partly on the curriculum of BAKA Program for the Gifted and Talented, widely recognised as the earliest after-school and summer camp program for gifted and talented education in Malaysia, and partly on the philosophy behind the Scales for Rating the Behavioural Characteristics of Superior Students (SRBCSS), Potentia Project became an overall positive experience for all its participants. Based on narrative frames collected during the program and focus group discussions with the participants, this empirical paper illustrates the positive outcome when different stakeholders work together for the good of young people in society. The paper also demonstrates how the United Nation's SDG-4 'quality education' agenda could be realised with the assistance of parents, teachers, the state and higher education providers. What is also clear at this juncture is that after-school and summer camp programs can play a crucial role in helping young people to learn about themselves and to be, for all intents and purposes, all they could be.
... They are among the most capable and topperforming children in the class (Pfeiffer and Shaughnessy 2020). Besides, most psychologists and schools across the globe use the criterion of an IQ cut-off score of 120, 125, or 130 (Pfeiffer 2015;Renzulli et al. 2002;Silverman 2018). ...
Article
The present study aimed to investigate the associations of executive functions (EFs) with intelligence, phonological awareness (PA), and early numeracy (EN) in fifty high-ability preschool children, aged 58 to 68 months (M = 62.5, SD = 2.7). Nonverbal and verbal measures of general intellectual ability, tests of PA and EN skills as well as measures of short-term memory, verbal working and visuospatial memory, inhibitory control, and cognitive flexibility were administered to collect the data. A series of Canonical Correlation Analyses (CCA) were performed on eight sets of variables to examine their relationship in depth. Additionally, hierarchical linear regressions were used to investigate the possible predictor variables for PA and EN skills. The analysis revealed that verbal working memory and cognitive flexibility are statistically significant predictor variables for phoneme segmentation and phoneme deletion. Additionally, short-term memory predicts phoneme discrimination, while verbal working memory and verbal intellectual ability predict EN skills. Findings are discussed concerning their implications in the education of high-ability preschool children.
... They are among the most capable and top-performing children in the class (Pfeiffer & Shaughnessy, 2020). Besides, most psychologists and schools across the globe use the criterion of an IQ cut score of 120, 125, or 130 (Pfeiffer, 2015;Renzulli et al., 2002;Silverman, 2018). ...
Preprint
The present study aimed to investigate the associations of Executive Functions (EFs) with intelligence, Phonological Awareness (PA), and Early Numeracy (EN) in 50 high-ability preschool children, aged 58 to 68 months (M = 62.5, SD = 2.7). Non-verbal and verbal measures of general intellectual ability, tests of PA and EN skills as well as measures of short-term memory, verbal working and visuospatial memory, inhibitory control, and cognitive flexibility were administered to collect the data. A series of Canonical Correlation Analyses (CCA) was performed on 8 different sets of variables to examine their relationship in depth. Additionally, hierarchical linear regressions were used to investigate the possible predictor variables for PA and EN skills. The analysis revealed that verbal working memory and cognitive flexibility are statistically significant predictor variables for phoneme segmentation and phoneme deletion. Additionally, short-term memory predicts phoneme discrimination, while verbal working memory and verbal intellectual ability predict EN skills. Findings are discussed concerning their implications in the education of high-ability preschool children.
... In response to this need, several instruments have been developed to allow parents, teachers, other adults, and even peers to assess personality and past behavior correlates of creativity. Perhaps the most popular instruments, at least within educational settings, are the Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS; Renzulli, Hartman, & Callahan, 1981;Renzulli et al., 2002). Teachers rate specific students on a six-point scale ranging from never to occasionally to always, with creativity scale items such as "The student demonstrates . . . ...
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