The perception of objectivity has a deep and sorted past in scientific research. Objectivity affords a false legitimacy to narratives constructed from majority perspectives. This symposium centers on research disentangling collective adherence to the notion of objectivity via the synthesis of the literature, sharing of counterstories, or evaluations of the underpinning assumptions driving research in STEM education. Research lines pertinent to this discussion include reformed approaches to the development of assessment tasks, Critical interpretations of assessment outcomes, methodological advancements (including philosophical underpinnings of epistemology and ontology), and advancements in qual/quant/mixed methods. The discussion will be scaffolded to provide spaces for researchers and practitioners to discuss the biases observed of “objective” data in educational measurement and methodology and share ideas on the general advancement of our field beyond the fallacies of objectivity. This symposium was submitted on behalf of a community of practice for scholars seeking to advance education research grounded in equity (#AdvancingEquityinCER).