<![CDATA[This study aimed to analyze the quality of a biology teacher competency test instrument by examining item validity, discriminating power, difficulty level, distractor effectiveness, and reliability. The research subjects were 54 Biology Teacher Professional Education (PPG) students at Universitas Negeri Malang, who completed a 35-item multiple-choice test designed with five answer options. Data analysis was conducted using the classical test theory approach. The results indicated that out of 35 items, 22 met the validity criteria (CITC > 0.30), while 13 items were declared invalid. The discriminating power analysis showed that the majority of items fell into the poor category (27 items), with 8 items being rated as sufficient. Regarding difficulty level, the test was predominantly easy (25 items), with 5 moderate and 2 difficult items. Distractor analysis revealed that 14 items had functioning distractors, whereas the other 21 did not. The reliability test yielded a Cronbach's Alpha coefficient of 0.900, which indicated very high internal consistency. Based on these findings, 27 items were reused after revision, while 8 items were discarded. This study underscores the importance of item analysis in ensuring instrument validity and reliability. Furthermore, it provides a crucial foundation for the development of more representative biology teacher competency test instruments, thereby supporting the continuous improvement of assessment quality and teacher professionalism.]]>
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