Psychometric validation and mastery profiling of a grade 7 mathematics achievement test: integrating Classical Test Theory and Rasch analysis under the MATATAG curriculum

This study developed and validated the MAT-G7, a Grade 7 Mathematics Achievement Test aligned with the Philippine Department of Education’s MATATAG Curriculum, using Classical Test Theory (CTT) and Rasch analysis. An instrumentation research design was implemented in two phases. The try-out phase involved 703 Grade 7 students and examined content validity and preliminary item performance using CTT. The final phase involved 324 students and evaluated item functioning, model fit, reliability, and learner mastery. The 34-item multiple-choice test was based on a validated Table of Specifications. Content validity was established through expert review and the Content Validity Ratio (CVR), followed by iterative revisions. Results indicated high internal consistency (KR-20 = 0.861), acceptable item difficulty (P = 0.23–0.79), and strong discrimination (D = 0.34–0.62; point-biserial correlation = 0.25–0.53). Rasch analysis showed acceptable model fit (infit = 0.77–1.22; outfit = 0.89–1.16) and strong reliability (person reliability = 0.85; EAP/PV = 0.87). Item difficulties ranged from −1.56 to 1.44 logits, and learner mastery was classified into four levels. Students demonstrated stronger mastery of foundational skills, while higher-order competencies required further reinforcement. These findings support the MAT-G7 as a valid and reliable tool for diagnostic assessment and data-informed mathematics instruction.