This paper describes the process for creating and validating a Formative Assessment of Instruction (FASI), an assessment test that measures the effectiveness of instruction by probing how well that instruction causes students in a class to think like experts about specific areas of science.  

The linked and attached document provides design principles and a process that align with professional standards established for educational and psychological testing as well as the elements of assessment called for in a National Research Council study on assessment.

Authors provide instrument validity and/or reliability information.