A colleague and I recently published an open-access article in Frontiers, titled Development and Evaluation of the Nebraska Assessment of Computing Knowledge. Abstract and link to full text are below.
One way to increase the quality of computing education research is to increase the quality of the measurement tools that are available to researchers, especially measures of students’ knowledge and skills. This paper represents a step toward increasing the number of available thoroughly-evaluated tests that can be used in computing education research by evaluating the psychometric properties of a multiple-choice test designed to differentiate undergraduate students in terms of their mastery of foundational computing concepts. Classical test theory and item response theory analyses are reported and indicate that the test is a reliable, psychometrically-sound instrument suitable for research with undergraduate students. Limitations and the importance of using standardized measures of learning in education research are discussed.
https://www.frontiersin.org/articles/10.3389/fcomp.2020.00011/full