This research is a research to make a conceptual design of test instruments. The goal is none other than to map the cognitive level of reading literacy according to L1-L3 competencies. This departs from the importance of literacy skills for students. Schools need to map students' reading literacy skills, so that the profile data of the cognitive level of reading literacy. For this reason, schools can train students with questions that adapt the AKM and teachers can adjust learning to the cognitive level of each student. By using a qualitative design with a conceptual descriptive method, this study resulted in the construction of test instruments based on the AKM framework. The questions are in the form of objective and subjective tests in the form of multiple choice, complex multiple choice, and description. The question grid uses learning progression level 6 which is intended for grades XI and XII of high school. The rules for writing questions, materials, construction, language, and question score guidelines are also adapted from it. The questions were made as many as ten numbers with two texts as stimulus, namely informational texts and fictional texts.
The instrument is then validated by expert judgment. The validated person chosen is a learning evaluation expert, because the instrument is a learning evaluation that has its own concepts, principles, techniques, and procedures. The score uses the Likert scale and the questions are given scores of 3 and 4. For a score of 3, it can be interpreted that the question needs to be corrected according to the validator's note, but there is also a score of 4 that the researcher needs to revise the question. To maintain the quality of the question instruments similar to the AKM questions, the validator needs to validate each question in accordance with the AKM framework