ABSTRACT
This chapter frames the results in chapters 3 and 4 for consideration of fair assessment that follows in the remainder of the book. It builds on key results in those chapters on grades and tests, different types of skills, multiple-choice and alternative assessment approaches, and different interests and experiences. For each of these results, this chapter examines the tested constructs in order to better understand gender differences and related fairness issues to come in subsequent chapters. The final section of the chapter examines the context of testing in which fairness requirements coexist with requirements for usefulness and practicality. The reader will find this chapter key to moving from data about gender similarities and differences to the implications of such data for fair assessment because, as we will see in subsequent chapters, understanding fairness issues often requires understanding constructs.
