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Malgré l’importance de la compréhension des concepts dans l’apprentissage des sciences, il existe peu de tests qui permettent de mesurer le niveau de compréhension des élèves. Par conséquent, l’objectif de cet article est de développer un test mesurant le niveau de compréhension des concepts cinématiques en physique au secondaire qui soit valide à des fins diagnostiques. L’analyse des réponses à l’aide d’un modèle de réponse à l’item montre que les niveaux de compréhension définis par le test sont distincts les uns des autres et forment une échelle hiérarchique et cumulative.In spite of the importance of understanding in science learning, there is a shortage of tests that measure the level of understanding of high school students in physics. Thus, the objective of our research is to develop a test measuring the students’ level of understanding of kinematical concepts in high school physics which is valid as a diagnostic tool. The analysis of answers by an item response model shows that the levels of understanding defined by the test are well separated and constitute a hierarchical and cumulative scale.Apesar da importância da compreensão dos conceitos na aprendizagem das ciências, existem poucos testes que possibilitem medir o nível de compreensão dos alunos. Assim, o objectivo deste artigo é o de desenvolver um teste que permita medir o nível de compreensão dos conceitos cinemáticos em Física, no ensino Secundário, que seja válido para elaborar diagnósticos. A análise das respostas, com a ajuda de um modelo de resposta ao item, mostra que os níveis de compreensão definidos pelo teste são distintos uns dos outros e formam uma escala hierárquica e cumulativa

Développement et validation d’un test mesurant la compréhension des concepts cinématiques en physique au secondaire