<![CDATA[English proficiency is an essential competence for aviation cadets because it supports academic learning, technical training, and communication in aviation-related contexts. This study aims to analyze the construct validity and dimensional structure of the TOEIC Listening and Reading test in the context of English for Aviation using the Rasch Model. This study employed a quantitative psychometric validation design involving 100 cadets of one of the Polytechnic at Surabaya, Indonesia. The instrument consisted of 200 dichotomous TOEIC Listening and Reading items, with 100 items representing the Listening section and 100 items representing the Reading section. Data were analyzed using the Rasch Model through the R programming language with the TAM package. The analysis included data cleaning, extreme item detection, item difficulty estimation, person ability estimation, item fit analysis, WLE reliability, and dimensionality analysis by comparing one-dimensional and two-dimensional Rasch models. The results showed that the final dataset consisted of 100 respondents and 200 items, with no extreme items detected. The WLE reliability value was 0.971, indicating highly consistent estimation of cadets’ English ability. The dimensionality analysis showed that the one-dimensional model had lower AIC and BIC values than the two-dimensional model, suggesting that TOEIC Listening and Reading in this sample is better represented as one general English proficiency construct rather than two fully separate Listening and Reading dimensions. These findings provide empirical evidence that TOEIC Listening and Reading can support meaningful score interpretation as a general indicator of English proficiency for aviation cadets, although aviation-specific language assessment tasks are recommended to complement TOEIC scores when operational communication ability needs to be assessed more directly.]]>
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