<![CDATA[Teachers of Basic Mechanical Engineering at a vocational high school in Jakarta still write test items mostly at the remembering, understanding, and applying levels, whereas the Merdeka Curriculum calls for assessment that trains higher-order thinking. This study aimed to describe the development procedure, examine the validity, and assess the practicality of a Quizizz-based higher-order thinking cognitive test for Phase E students. We used an exploratory sequential design within research and development, covering analysis, design, development, and implementation. Twenty multiple-choice items at the analyzing, evaluating, and creating levels were reviewed by content, item review, and language experts, administered to 90 machining students, and analyzed with the Rasch model in QUEST. Aiken's V for content validation reached 0.847 (high), the item review rating was 82.8%, the language rating 100%, and the teacher response 90.9% (very practical). The mean infit mean square was 1.04 and the reliability of estimate 0.89. Fifteen items fitted the model, thirteen items showed discrimination above 0.40, and fifteen items fell in the moderate difficulty range. Six items failed to discriminate, five of which were evaluating-level items. Evaluating-level multiple-choice items, particularly their distractors, need further review before the test is used more widely.]]>
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