Assessing does not mean threatening: the purpose of assessment as a key determinant of girls' and boys' performance in a science class.

Background: Is it possible to reach performance equality between boys and girls in a science class? Given the stereotypes targeting their groups in scientific domains, diagnostic contexts generally lower girls' performance and non-diagnostic contexts may harm boys' performance.

Aim: The present study tested the effectiveness of a mastery-oriented assessment, allowing both boys and girls to perform at an optimal level in a science class.

Sample: Participants were 120 boys and 72 girls (all high-school students).

Reducing the socio-economic status achievement gap at University by promoting mastery-oriented assessment.

In spite of official intentions to reduce inequalities at University, students' socio-economic status (SES) is still a major determinant of academic success. The literature on the dual function of University suggests that University serves not only an educational function (i.e.