<![CDATA[Purpose – This study analyzes the use of the Rasch Model to test the validity and reliability of educational measurement instruments published between 2020 and 2026, based on 13 empirical articles retained from 5,097 records retrieved from ScienceDirect, ProQuest, and Google Scholar. The review examines the characteristics of the publications and instruments analyzed, the psychometric indicators most frequently reported, the comprehensiveness of psychometric evidence, and the methodological gaps identified in previous studies.Methods – This study employed a systematic literature review approach guided by the PRISMA 2020 statement. After deduplication and title, abstract and full text screening against explicit inclusion and exclusion criteria, 13 empirical articles were retained for narrative synthesis.Findings – The results of the study show that the Rasch model has been used in instruments that measure various fields in education. The most consistently reported indicators are item fit, infit-outfit mean squares, ZSTD, point-measure correlation, person and item reliability, and the separation index. However, reporting on unidimensionality, local independence, response category functions, and differential item functioning remains inconsistent.Research Implications – The findings imply that psychometric reporting practices in Rasch-based validation studies need to be standardized. This study is limited by its concentration on literature from specific educational contexts, particularly Asian countries, and by variation in how Rasch indicators are reported across studies, indicating the need for broader cross-country research, more standardized psychometric reporting, and further validation through DIF, response category analysis, external validity evidence, and integration with CFA or EFA. ]]>
