Experiences and Lessons Learned Creating and Validating Concept Inventories for Cybersecurity

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2004.05248.pdf (1.25 MB)

Links to Files

https://link.springer.com/chapter/10.1007/978-3-030-58703-1_1

Permanent Link

https://doi.org/10.1007/978-3-030-58703-1_1
 http://hdl.handle.net/11603/19999

Collections

UMBC Computer Science and Electrical Engineering Department
UMBC Education Department
UMBC Faculty Collection
UMBC Student Collection

Author/Creator

Author/Creator ORCID

https://orcid.org/0000-0003-1130-4678
 https://orcid.org/0000-0003-0056-7819
 https://orcid.org/0000-0002-0814-9956
 https://orcid.org/0000-0002-0821-1123
 https://orcid.org/0000-0003-2208-165X

Date

2020-09-09

Type of Work

conference papers and proceedings
book chapters
preprints
Text

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Program

Citation of Original Publication

Sherman A.T. et al. (2021) Experiences and Lessons Learned Creating and Validating Concept Inventories for Cybersecurity. In: Choo KK.R., Morris T., Peterson G.L., Imsand E. (eds) National Cyber Summit (NCS) Research Track 2020. NCS 2020. Advances in Intelligent Systems and Computing, vol 1271. Springer, Cham. https://doi.org/10.1007/978-3-030-58703-1_1

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Subjects

UMBC Cyber Defense Lab

Abstract

We reflect on our ongoing journey in the educational Cybersecurity Assessment Tools (CATS) Project to create two concept inventories for cybersecurity. We identify key steps in this journey and important questions we faced. We explain the decisions we made and discuss the consequences of those decisions, highlighting what worked well and what might have gone better. The CATS Project is creating and validating two concept inventories—conceptual tests of understanding—that can be used to measure the effectiveness of various approaches to teaching and learning cybersecurity. The Cybersecurity Concept Inventory (CCI) is for students who have recently completed any first course in cybersecurity; the Cybersecurity Curriculum Assessment (CCA) is for students who have recently completed an undergraduate major or track in cybersecurity. Each assessment tool comprises 25 multiple-choice questions (MCQs) of various difficulties that target the same five core concepts, but the CCA assumes greater technical background. Key steps include defining project scope, identifying the core concepts, uncovering student misconceptions, creating scenarios, drafting question stems, developing distractor answer choices, generating educational materials, performing expert reviews, recruiting student subjects, organizing workshops, building community acceptance, forming a team and nurturing collaboration, adopting tools, and obtaining and using funding. Creating effective MCQs is difficult and time-consuming, and cybersecurity presents special challenges. Because cybersecurity issues are often subtle, where the adversarial model and details matter greatly, it is challenging to construct MCQs for which there is exactly one best but non-obvious answer. We hope that our experiences and lessons learned may help others create more effective concept inventories and assessments in STEM.