<![CDATA[The validity and reliability of educational assessment instruments are fundamental prerequisites for accurate measurement of student competencies. This study evaluates the psychometric quality of a 12-item mathematical critical thinking test grounded in the Facione framework, encompassing Interpretation, Analysis, Inference, and Evaluation, administered to 49 Grade V elementary school students (n = 49) using the Rasch measurement model via Winsteps software. Four psychometric dimensions were assessed simultaneously: (1) construct validity through item fit statistics (Outfit MNSQ, Outfit ZSTD, Pt Measure Corr); (2) internal consistency and reliability (KR-20, Person and Item Reliability, Separation Indices); (3) item discrimination (Pt Measure Corr classification); and (4) item difficulty hierarchy (logit scale measures and Wright Person–Item Map). Results show that 10 of 12 items (83.3%) met Rasch fit criteria, yielding construct-valid measures for all four critical thinking indicators. KR-20 = 0.79 (Good), Person Reliability = 0.79–0.82 (Adequate–Good), and Item Reliability = 0.95 (Excellent). Person Separation (1.96–2.12) confirmed differentiation of ≥2 ability strata; Item Separation (4.37–4.61) confirmed a well-differentiated difficulty hierarchy. All retained items exhibited Moderate difficulty (logit range: −0.66 to +0.23), confirming optimal targeting of the respondent population. Two items failed due to low Point Measure Correlation (0.21–0.22) and were excluded. The final 10-item instrument meets international psychometric standards and is recommended for use in authentic mathematical critical thinking assessment. ]]>
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