The central role of educational testing practices in contemporary societies can hardly be overstated. It is furthermore evident that psychometric models regulate, justify, and legitimize the processes through which educational testing practices are used. In this commentary, the authors offer some observations that may be relevant for the analyses that Baird et al. (2017) undertake, and that could perhaps inspire further studies in that direction. They focus on three topics: (1) unidimensionality; (2) measurement invariance; and (3) the psychometric legitimization of power structures in western society [This article is a commentary on Jo-Anne Baird, et al's "Assessment and Learning: Fields Apart" (EJ1149539).]