The ad-hoc methodology that is prevalent in today's testing and evaluation of network intrusion detection algorithms and systems makes it difficult to compare different algorithms and approaches. After conducting a survey of the literature on the methods and techniques being used, it can be seen that a new approach that incorporates an open source testing methodology and environment would benefit the information assurance community. After summarizing the literature and presenting several example test and evaluation environments that have been used in the past, we propose a new open source evaluation environment and methodology for use by researchers and developers of new intrusion detection and denial of service detection and prevention algorithms and methodologies.

Abstract-An undergraduate internetwork, security-teaching laboratory, which includes both defensive and offensive security laboratory experimentation, is described. This laboratory is oriented toward an introductory internetworking security class and is intended to complement more theoretical network security classes while sparking student interest. The laboratory is unique in that it uses an isolated laboratory network that provides a simple model of the Internet, including an enterprise network component, a university component, a "good" Internet service provider, and a "bad" Internet service provider. This setup is in contrast to typical educational laboratories, which use only a few physical computers with virtual machines. All of the laboratory assignments are available on the Internet for general community use and modification (the Internetwork Security Class Home Page is available at http://users.ece.gatech.edu/~owen/).

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We use per-student virtual machines to allow new students to configure servers, thus enabling them to develop an understanding of the complex eStadium system. The outcomes include: student learning as the per-student virtual machines progress into software development and production machines supporting the eStadium game-day environment; the teamwork and leadership skills that evolve as students progress from initial learning to leadership roles in the creation of sophisticated applications; guidelines for instructors mentoring students through the process of building and maintaining a working production system; and, parallels with best-practice software and system development in industry. The use of peer-evaluations and social-network studies enable us to determine how the students interact with and learn from each other across years (sophomores through seniors). This cross year, cross experience-level learning process is essential for maintaining the technical and team continuity of the project. It also prepares students in a very realistic way for the software-development process in industry.