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We report on the status of our Cybersecurity Assessment Tools (CATS) projectthat is creating and validating a concept inventory for cybersecurity, whichassesses the quality of instruction of any first course in cybersecurity. Infall 2014, we carried out a Delphi process that identified core concepts ofcybersecurity. In spring 2016, we interviewed twenty-six students to uncovertheir understandings and misconceptions about these concepts. In fall 2016, wegenerated our first assessment tool--a draft Cybersecurity Concept Inventory(CCI), comprising approximately thirty multiple-choice questions. Each questiontargets a concept; incorrect answers are based on observed misconceptions fromthe interviews. This year we are validating the draft CCI using cognitiveinterviews, expert reviews, and psychometric testing. In this paper, wehighlight our progress to date in developing the CCI.  The CATS project provides infrastructure for a rigorous evidence-basedimprovement of cybersecurity education. The CCI permits comparisons ofdifferent instructional methods by assessing how well students learned the coreconcepts of the field (especially adversarial thinking), where instructionalmethods refer to how material is taught (e.g., lab-based, case-studies,collaborative, competitions, gaming). Specifically, the CCI is a tool that willenable researchers to scientifically quantify and measure the effect of theirapproaches to, and interventions in, cybersecurity education.

Creating a Cybersecurity Concept Inventory: A Status Report on the CATS Project