بناء اختبار تشخیصي مرجعي المحك لقیاس كفایات المعلمین في بناء الاختبارات التحصیلیة الموضوعیة : دراسة میدانیة على عینة من معلمي المرحلة الابتدائیة ببلدیة طولقة، ولایة بسكرة
The study aimed to build a reference diagnostic test the line to measure the elementary teachers of efficiencies in building substantive tests realizable municipality of Tolga, Algeria Biskra, psychometric properties; check using the test proposed in recognition. The degree of mastering the elementary teachers because of efficiencies build tests realizable objective, identify strengths and weaknesses in this area. I have been following the descriptive analytical, where the study of primary school teachers and (260) teachers, the study sample was selected, estimated: (140) teachers by multistage random sample. In order to achieve the objectives of the study the researcher to build a reference diagnostic test the line according to the customary steps in educational measurement and evaluation scientists according to three phases (analysis phase, construction phase, a phase of experimentation), where (68) alone after psychometric characteristics test of properties Paragraph 17 (difficulty distinguishing transactions transactions), as well as check the honesty in several ways (honesty, sincerity, honesty, descriptive discriminatory anabolic steroids), as verified reliability indicators in multiple ways (firming, Cronbach Alpha halftone retail, steady kiodr Richard age, Harris, Livingstone way). The test has been applied to the sample. After a statistical analysis of the results, it was found that: the test reference diagnostic test is built on good test properties. Where the test difficult transactions paragraphs marked good and acceptable distinction transactions, as well as provide the semantics of sincerity and constancy testing. As the results showed: low grade elementary teacher mastery, municipality of Tolga, Algeria Biskra because of efficiencies based on substantive outcomes tests diagnostic test Benchmark test. On the branches of the diagnostic test and the overall test test reference except the third sub test for adequacy of substantive achievement test and debug output so that the results showed that the degree of mastering this teacher enough moderately came. As the results showed: strengths of elementary teachers in building collections less substantive tests weaknesses focused their weaknesses all around: Determine the purpose of substantive achievement test, formulate behavioural objectives for the study material, building material specifications table as well as identifying the foundations and conditions depend on the wording of paragraphs as well as identify errors in the wording of some paragraphs and make appropriate adjustments, and also the method adopted in order substantive questions and correcting the substantive testing and debugging of the impact of speculation and interpretation of the results obtained. (Author’s abstract)