Examining the Dimensionality of PISA ۲۰۲۲ Reading Assessment in Indonesia Using the Rasch Model

PISA is an important large-scale educational assessment with impacts on policy and curriculum. Yet, no study has so far examined its dimensionality within the countries. This study examines the dimensionality of the PISA ۲۰۲۲ reading assessment in Indonesia using the Rasch partial credit model. Data were drawn from a nationally representative sample of ۱۳,۴۳۹ Indonesian ۱۵-year-old students who participated in the reading component of the Program for International Student Assessment (PISA) ۲۰۲۲. Rasch analysis was conducted using the partial credit model to estimate item and person parameters, evaluate item fit, and assess unidimensionality through principal components analysis (PCA) of residuals. Item fit statistics were generally acceptable, with mean infit and outfit values close to ۱, although a subset of items displayed elevated outfit statistics above recommended thresholds. PCA of residuals produced a first contrast eigenvalue of ۲.۸, suggesting the absence of a substantial secondary dimension and supporting the assumption of essential unidimensionality. Overall, the findings indicate that the PISA ۲۰۲۲ reading assessment functions as an essentially unidimensional measure of reading literacy for Indonesian students. This supports the validity of interpreting reading proficiency scores along a single latent continuum in this context.

کلیدواژه ها:

PISA ، Reading Assessment ، Rasch model ، Unidimensionality ، Validity