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  2. Vol 9, No 1 (2025)
  3. Mardy Lyn Tugahan Perez

Development of Pisa-Like Reading Comprehension Test

  • Abstract Views: 30
  • April 8, 2026
  • Mardy Lyn Tugahan Perez Saint Columban College, Pagadian City,  Philippines
Corresponding Author

DOI:

https://doi.org/10.24036/00635za0002

Keywords:

PISA-like reading comprehension test, reading literacy, development, indicators

Abstract

This research aims to develop a reading comprehension test for English 7 not perfectly PISA but similar to PISA and to determine the contributing factors of students’ reading performance. This research type is formative evaluation development by Tessmer. The participants of this research were 150 high school students of two public schools in Jimenez, Misamis Occidental, Philippines. The results of this study show that the approximate distribution of tasks per targeted process and text availability can be applied in designing the Table of Specifications (TOS) and there are 8 indicators to consider in selecting texts and contexts and in constructing the test items in order to develop PISA-like reading comprehension test namely: (1) cognitive process, (2) format of the text, (3) type of the text, (4) situation or context, (5) type of test  (6) level of question, (7) type of question, and (8) text medium and text environment. The developed reading comprehension test is not perfectly PISA but only PISA-like because the indicators do not include reading proficiency levels in PISA and do not deal much with questions and item difficulty for each reading proficiency level. Results also yield PISA-like reading comprehension test items that are: (a) valid as it adheres to the PISA reading literacy criteria and the sets of questions are highly reliable; (b) practical because teachers agree that the questions can assess students' reading literacy and thinking skills; and (c) effective because the mean score of students, although very low, reflects the 2018 PISA Reading result. Contributing factors of the low performance are poor vocabulary, poor reading strategies, getting bored and tired of reading, multiple texts, expectations of reading the same texts previously discussed and writing the same answers already given, type of text and reading tasks are also factors of poor performance. The use of PISA- like reading comprehension test may be a great help, so teachers can modify reading comprehension test, and students will be familiar with PISA.

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