The *STEM Reasoning Abilities Assessment (SRAA)* was developed
to examine reasoning abilities in science, technology, engineering, and
mathematics. The SRAA instrument was administered to 426 middle school and
high school students following participation in an interdisciplinary STEM
course. Rasch dichotomous model analyses and diagnostic steps were then
described and applied. Gender differential item functioning (DIF)
procedures were included within the measurement process. Gender DIF was
identified and graphically illustrated across 15% of items, with
distinctions found between middle school and high school groups. Diagnostic
findings were discussed with respect to recommended item revisions,
measurement of STEM reasoning, reducing gender bias, and increasing gender
fairness. The steps described and demonstrated can be used to support
future improvements to assessment and measurement of performances in STEM
fields.
