Validity Item Analysis on the Released PISA 2022 Creative Thinking Assessment in the Philippine Context

Abstract The study assessed the validity of the released items of the Programme for International Student Assessment (PISA) 2022 Creative Thinking Assessment for Filipino students, specifically its face, content, and construct validity and considering their alignment with the Philippine curriculum. Using a descriptive research approach, employing documentary analysis as its primary method, the study found that the assessment exhibited a lack of face validity due to unclear graphics. Content validity was compromised by language barriers, ambiguous instructions, and a mismatch between the assessment's focus and the Philippine curriculum. Construct validity was challenged by the assessment's emphasis on Westernized concepts of creativity and originality, which potentially disadvantaging Filipino students. While aiming to assess a range of creative thinking skills, the study concluded that the PISA 2022 Creative Thinking assessment did not fully consider the cultural perspectives of students from diverse contexts. The findings highlight the need for a more culturally sensitive and contextually relevant approach to assessment design by ensuring that international assessments are fair, equitable, and inclusive for all students. Keywords: PISA, Creative Thinking, Assessment Validity, Validity, Cultural Sensitivity, Philippine Education, DepEd, Face Validity, Construct Validity, Content Validity