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Mathematics assessments should be designed for all students, regardless of their background or gender. Rasch analysis, developed based on Item Response Theory (IRT), is one of the primary tools to analyse the inclusiveness of mathematics assessment. However, the mathematics test development has been dominated by Classical Test Theory (CTT). This study is a preliminary study to evaluate the mathematics comprehensive test. This study aims to demonstrate the use of Rasch analysis by assessing thedoi:10.22236/kalamatika.vol5no1.2020pp51-60 fatcat:y6ln5bvoifgdjk2m2qgp4643yy