Validation of the Teacher Perception of High Intellectual Ability Inventory: Validity and Reliability

Abstract

In Ibero- America, the initial identification of students with high intelectual ability is limited by a scarcity of robust, culturally relevant psychometric instruments and a predominance of measures focused on cognitive and academic indicators, with less integration of creative and socioemocional aspects, associated difficulties, and pedagogical responses. This instrumental study analyzed evidence regarding the content validity, internal structure, and reliability of the Inventory of Teacher Perceptions of High Intellectual Ability, which comprises 31 items distributed across six dimensions: cognitive aspects, creativity, socioemotional aspects, difficulties, pedagogical intervention, and methodologies. Content validity was assessed by experts using Aiken’s V, I-CVI and S-CVI/ Ave. The inventory was then administered to 589 participants including teachers from schools and universities in Ecuador, as university students. Exploratory and confirmatory factor analyses were performed using independent samples, polychoric correlations, and WLSMV estimation. Content validity was high (S-CVI/Ave = 0.968), and all items achieved an I-CVI > 0.80. The six- factor model explained 80.8% of the variance; the confirmatory model demonstrated excellent fit.  Reliability and evidence of convergent and discriminant validity were satisfactory. Iti s concluded that the IACI offers a valid and reliable multidimensional measure for the initial educational screening of indicators of ACI