Educational research among indigenous peoples has often been flawed. Many studies on achievement motivation, cognitive development, and learning styles have failed to establish that the behaviors and responses being measured were functionally, conceptually, or metrically equivalent to those from which norms for comparison were drawn, and that the constructs and tools used were culturally appropriate. Earlier psychometric research was so narrowly focused on measuring the status of indigenous groups against Western norms that the importance of investigating other culturally relevant aspects was neglected. As a consequence, psychometric research (especially that carried out by outsiders) fell into disfavor and disrepute among indigenous groups. Appropriate use of psychometric research for eliciting culturally valid and useful information for indigenous communities is described, calling on continuing research with Koori (Australian aboriginal) and Navajo (American Indian) communities. Research designs that assume that constructs and instruments used are universal, with equal meaning for all cultures (ETIC approach), and those that study behavior from within one cultural system (EMIC approach) both have some shortcomings. A combination ETIC/EMIC model was applied to the study of how approximately 100 Koori parents conceptualize education and the underachievement of their children, and dimensions of motivation among 496 Koori secondary school students in New South Wales (Australia) and 529 Navajo high school students. The methodology, including use of Koori and Navajo research assistants, ensured that the communities had ownership of the research, and demonstrated the usefulness of psychometrics in understanding indigenous educational issues. Three flowcharts illustrate the methodology. (Contains 27 references.) (Author/SLD)