Conducting a fair test is important for educational research. Unfair assessments can lead to gender disparities in academic achievement, ultimately resulting in disparities in opportunities, wages, and career choice. Differential Item Function [DIF] analysis is presented to provide evidence of whether the test is truly fair, where it does not harm…

Research on the test structure of the Force Concept Inventory (FCI) has largely ignored gender, and research on FCI gender effects (often reported as "gender gaps") has seldom interrogated the structure of the test. These rarely crossed streams of research leave open the possibility that the FCI may not be structurally valid across…

This study explored select psychometric properties of the Everyday Discrimination Scale in 120 Black adolescents (65 males and 55 females). Youth completed the Everyday Discrimination Scale and the Child Behaviour Checklist-Youth Self-Report Form. A t-test analysis revealed that Everyday Discrimination Scale scores were not significantly different…

The idea that validity should be considered a property of inferences, rather than of assessments, has developed slowly over the past century. In early writings about the validity of educational assessments, validity was defined as a property of an assessment. The most common definition was that an assessment was valid to the extent that it…