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Knowledge assessment instruments, or tests, are commonly created by faculty in classroom settings to measure student knowledge and skill. Another crucial role for assessment instruments is in gauging student learning in response to a computer science education research project, or intervention. In an increasingly interdisciplinary landscape, it is crucial to validate knowledge assessment instruments, yet developing and validating these tests for computer science poses substantial challenges. This paper presents a seven-step approach to designing, iteratively refining, and validating knowledge assessment instruments designed not to assign grades but to measure the efficacy or promise of novel interventions. We also detail how this seven-step process is being instantiated within a three-year project to implement a game-based learning environment for middle school computer science. This paper serves as a practical guide for adapting widely accepted psychometric practices to the development and validation of computer science knowledge assessments to support research.

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