National Association for Sport and Physical Education (1995) developed a definition of physically educated person and designed content standards and assessment guidelines for "what a student should know and be able to do" (p. vii). They involve the knowledge and skills essential to Physical Education (PE) and provide a basis for student assessment. Because traditional assessments are often limited in the types of information they provide alternative assessment techniques have been developed for PE. Although there are many techniques for assessing psychomotor domain of learning such as Game Performance Assessment Instrument (Oslin, Mitchell, & Griffin, 1998) and Fitnessgram (Cooper Institute, 1999) assessment techniques for cognitive domain are very limited. Thus, the purposes of this study were (a) to develop an alternative assessment for evaluating students' learning in cognitive domain of PE and (b) to validate the assessment. For the purpose one, we developed a multimedia test program for 8th grade PE using audio, video, graphic, and text to evaluate the cognitive knowledge such as rules, regulations, and traditions. The test was developed using the authoring program of Adobe Premiere 6.5 for Windows, was guided by the designing principles recommended by Glasson and McKenzie (2000), and was recorded on a CD-ROM. The preliminary test contained live video clips of 10 questions. Three PE teacher educators and ten middle school PE teachers reviewed the test program and provided constructive feedback. The test program was then revised based on their evaluations. For the purpose two, we examined the validity and reliability of the test. Participants were eighth graders (N=419) and PE teachers (N=51) in middle schools. Content validity was assured by 51 middle school PE teachers who judged the test as a valid measure of student learning in eighth-grade PE. The reliability of the test was determined by the test-retest method. The correlation coefficient was high and significant (r=.70, p<.01). However, coefficient alpha for internal consistency was low (a=.49). Item difficulty was .43 and discrimination index was .42. Students and PE teachers were also interviewed about their perceptions on knowledge test using the multimedia test program. Analysis of interview data showed that the test was an effective tool for evaluating sport and game-related knowledge because it was "a new and innovative test", "easier to understand what the test is asking than written test ", and "testing application knowledge." Recommendations about developing a high quality multimedia test program in PE were suggested.Keyword(s): assessment, technology