This study aimed at evaluating a PISA-like reading test developed by teachers participating in the teacher training for teaching PISA-like reading. To serve this purpose, an experimental test was administered to 107 students aged 15-16 using a set of text and questions constructed according to the criteria of the PISA Reading test Level 1. Item analysis was performed following the sampling using Rasch Measurement, deemed essential for determining the ideal index of test items relative to students' ability in making the correct response. The component of the calculation comprises reliability, separation, dan standard error. The Rasch model was constructed manually using Microsoft Excel to obtain the result of the calculation, and a Wright Map was also made manually to illustrate the result of the calculation. The results of the item analysis indicate that the test and the items the teachers constructed have met good criteria. The results revealed an even distribution of test item difficulty at the targeted level. The samples' ability to make correct answers, however, was decentralized towards the test items of moderate level of difficulty. Only a limited number of students showed good ability in their response to test items of higher difficulty. These findings have the practical implication of advancing PISA-like reading test teaching and writing models by providing more information on teachers' ability to write PISA-like reading test items and the levels of difficulty of the items written by the teachers, as indicated by the students' responses to the test items.