Early evidence on PIAAC-based tasks for teachers: Validity and readability insights

Abstrak

The low performance of Indonesian adults in international assessments such as the Programme for the International Assessment of Adult Competencies (PIAAC) highlights the need to strengthen teachers’ literacy, numeracy, and problem-solving skills. Addressing this issue requires assessment tasks that are aligned with the PIAAC framework and relevant to educators’ professional contexts. This study provides early evidence on the development of PIAAC-based tasks for teachers, focusing on their validity and readability. A total of 100 tasks covering literacy, numeracy, and problem solving were designed and evaluated through expert validation and readability testing involving teachers. The validation results indicate that the tasks are generally valid, with minor revisions required in answer options, wording clarity, and computational accuracy. Readability findings show that the tasks are well understood by participants, with all evaluated aspects categorized as very good. These results provide initial empirical evidence that PIAAC-based tasks are both valid and readable for use with teachers. As a proof-of-concept, this study suggests the potential of such tasks to support the development of core competencies among educators. Further studies involving large-scale implementation, including computer-based testing environments, are needed to examine their effectiveness in practice.