The study aimed to develop a Likert-type measurement tool, the Digital Literacy Scale (DLS), to assess the digital literacy levels of secondary school students. The validity and reliability of the DLS were verified using the Rasch model, which is advantageous for estimating missing data and allowing small study groups. Content validity was ensured through expert opinion, and construct validity was assessed using the Rasch model. The initial 25-item draft was reduced to 20 items after expert review, and these items were further validated using classical test theory and item response theory. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to ensure the unidimensionality and reliability of the scale. The results showed that the DLS met the minimum statistical requirements for a good measurement tool, with no items eliminated and all items meeting sufficient limitations. The final 20-item DLS was found to be valid and reliable, suitable for determining the digital literacy status of secondary school students.The study aimed to develop a Likert-type measurement tool, the Digital Literacy Scale (DLS), to assess the digital literacy levels of secondary school students. The validity and reliability of the DLS were verified using the Rasch model, which is advantageous for estimating missing data and allowing small study groups. Content validity was ensured through expert opinion, and construct validity was assessed using the Rasch model. The initial 25-item draft was reduced to 20 items after expert review, and these items were further validated using classical test theory and item response theory. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to ensure the unidimensionality and reliability of the scale. The results showed that the DLS met the minimum statistical requirements for a good measurement tool, with no items eliminated and all items meeting sufficient limitations. The final 20-item DLS was found to be valid and reliable, suitable for determining the digital literacy status of secondary school students.