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Suggested Citation:"Index." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×

Index

A

AAAS. See American Association for the Advancement of Science

Abilities for a technological world, standards related to, 239243

Abilities of technological design, 207209

benchmarks for grades 5–8, 208209

benchmarks for grades 9–12, 209

benchmarks for grades K–4, 207208

Accommodating disabilities, 50

ACT. See American College Testing

Adaptive assessments, computer-based, 162–164

Adult Literacy and Lifeskills (ALL) Survey, 10, 185186

Agricultural and related biotechnologies, 31, 244245

benchmarks for grades 3–5, 244

benchmarks for grades 6–8, 244245

benchmarks for grades 9–12, 245

benchmarks for grades K–2, 244

Agriculture, 218220

benchmarks for grades 3–5, 218219

benchmarks for grades 6–8, 219

benchmarks for grades 9–12, 220

benchmarks for grades K–2, 218

ALL. See Adult Literacy and Lifeskills Survey

American Association for the Advancement of Science (AAAS), 1, 20, 29, 66, 131

American College Testing (ACT), 106, 340

American Federation of Teachers, 24

American Society for Engineering Education (ASEE), 113, 284

Applied Technology Assessment, 341

Applying the design process, 239241

benchmarks for grades 3–5, 240

benchmarks for grades 6–8, 240

benchmarks for grades 9–12, 240241

benchmarks for grades K–2, 239240

APU. See Assessment Performance Unit

Armed Services Vocational Aptitude Battery (ASVAB), 97, 103, 163, 267268

background, 267

committee observations, 268

sample items, 268

scope, 267268

ASEE. See American Society for Engineering Education

Assessing technological literacy, 27, 38–39

benefits, 34

developing a conceptual framework, 5–6

existing instruments, 45

general principles, 6, 175176

matrix for, 5

recommendations by category and target population, 7

Assessing the impact of products and systems, 242243

benchmarks for grades 3–5, 242

benchmarks for grades 6–8, 242

benchmarks for grades 9–12, 242243

benchmarks for grades K–2, 242

Assessment

defined, 64

focus-group-style, 153

opportunities for, 176186

possible purposes for, 49

Suggested Citation:"Index." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×

Assessment as a design challenge, 4161

the design process, 4159

imperfect design, 59

inherent uncertainties, 60

Assessment for broad populations, 146152

administration and logistics, 149150

content, 148149

description and rationale, 146

obstacles to implementation, 150

performance levels, 149

purpose, 147148

sample assessment items, 150152

Assessment matrix

filling, 115123

for technological literacy, 5, 53, 118123

Assessment methods, computer-based, 161174

Assessment of Performance in Design and Technology, 95, 107, 268272

background, 268269

committee observations, 271272

sample items, 270271

scope, 269270

Assessment Performance Unit (APU), 269

Assessment primer, 6392

cognition, 7280

research on technological learning, 8086

testing and measurement, 6472

Assessments for visitors to museums and other informal learning institutions, 153157

administration and logistics, 155156

content, 155

description and rationale, 153

obstacles to implementation, 156157

performance levels, 155

purpose, 153155

sample test items, 157

ASVAB. See Armed Services Vocational Aptitude Battery

Attentive publics, 147

Attitudes, and the assessment of technological literacy, 36

Attitudes toward technology, 3637, 113115

Pupils Attitudes Toward Technology, 115

survey of teachers’ attitudes toward engineering, 114

views on science, technology, and society, 115

Awareness Survey on Genetically Modified Foods, 97, 272274

background, 272

committee observations, 274

sample items, 273

scope, 272273

B

Being Fluent with Information Technology, 3536

Benchmarks for science literacy, 212228

standards related to “the designed world,” 218228

standards related to “the nature of technology,” 212218

Benchmarks for Science Literacy, 29, 131, 137, 142

Benefits, of assessing technological literacy, 2224

Bias, avoiding, 50

Bloch, Erich, 19

Bookmark standards-setting, 72

Boston Museum of Science, 114

C

Capabilities, of a technologically literate person, 34

Capability dimension, 105111

Challenges and opportunities for assessing technological literacy in the United States (workshop agenda), 251254

Children, learning by, 8182

Cognition, 7280

conceptual change, 7880

knowledge transfer, 7577

metacognition, 7778

nature of expertise, 7375

Cognitive dimensions of assessment frameworks, 55

Cognitive research, 75

Cognitive science, insights about how people learn, 4950

Committee on Assessing Technological Literacy, 2, 25

charge to, 2526

Communication, 224225

benchmarks for grades 3–5, 224

benchmarks for grades 6–8, 224

benchmarks for grades 9–12, 225

benchmarks for grades K–2, 224

Suggested Citation:"Index." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×

Computer-based assessment methods, 161174

computer-based adaptive assessments, 162164

computer-based and web-based games, 168169

electronic portfolios, 170171

electronic questionnaires, 171172

simulations, 164168

Computer-based games, 168169

Computer literacy, 169

Concept inventories, 85

Conceptual change, 7880

Conceptual ecology, 79

Conceptual framework for identifying design criteria, 5156

assessment matrix for technological literacy, 53

cognitive dimensions of assessment frameworks, 55

Conceptual frameworks, 5156

developing, 56

Conceptual understanding, 84

Consensus, 272273

Constraints, identifying, 4548

Constructed-response formats, 70

Construction technologies, 31, 250

benchmarks for grades 3–5, 250

benchmarks for grades 6–8, 250

benchmarks for grades 9–12, 250

benchmarks for grades K–2, 250

Content knowledge, 100

Content standards, reflecting appropriate, 50

Core concepts of technology, 230231

benchmarks for grades 3–5, 230

benchmarks for grades 6–8, 230231

benchmarks for grades 9–12, 231

benchmarks for grades K–2, 230

Criterion-referenced interpretations, 72

Critical thinking, 112

and the decision-making dimension, 111112

by a technologically literate person, 34

Cultural, social, economic, and political effects of technology, 232233

benchmarks for grades 3–5, 232

benchmarks for grades 6–8, 233

benchmarks for grades 9–12, 233

benchmarks for grades K–2, 232

Currency, reviewing items for, 50

D

Data from the NAEP long-term science assessment, 101

DBS. See Design-Based Science

Decision making, 112

by a technologically literate person, 34

Defining technological literacy, 2940

assessing technological literacy, 3839

attitudes and the assessment of technological literacy, 36

attitudes toward technology, 3637

the designed world, 3031

dimensions of technological literacy, 3738

Design and systems, 214215

benchmarks for grades 3–5, 214

benchmarks for grades 6–8, 214215

benchmarks for grades 9–12, 215

benchmarks for grades K–2, 214

Design attributes, 236237

benchmarks for grades 3–5, 237

benchmarks for grades 6–8, 237

benchmarks for grades 9–12, 237

benchmarks for grades K–2, 236

Design-Based Science (DBS), 95, 274277

background, 274

committee observations, 276277

sample items, 275276

scope, 275

Design criteria, 4856

avoiding bias and accommodating disabilities, 50

conceptual framework, 5156

encouraging higher-order thinking, 50, 280, 335

gathering data useful to the purpose, 49

general criteria, 4850

identifying, 4856

meeting a specific purpose, 4849

possible purposes for assessments, 49

reflecting appropriate content standards, 50

reviewing items for currency, 50

using insights from cognitive science about how people learn, 4950

Design process, 4159

applying, 239241

interative, 43

linear steps in, 4359

standards related to, 236239

and technology, 271

Suggested Citation:"Index." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×

Design Team Assessments for Engineering Students, 95, 277280

background, 277

committee observations, 280

sample items, 278280

scope, 277278

Design Team Knowledge Assessment, 104

Design Technology, 95, 111, 280284

background, 280281

committee observations, 283284

sample items, 282283

scope, 281282

“The designed world,” 3031

agriculture and related biotechnologies, 31

construction technologies, 31

energy and power technologies, 31

information and communication technologies, 31

manufacturing technologies, 31

medical technologies, 31

standards related to, 218228

taxonomy for, 31

technology through the lens of Hurricane Katrina, 32

transportation technologies, 31

Dewey, John, 33n

DIAG tools, 166

Digital “immigrants,” 169

Disabilities, accommodating, 50

E

ECD. See Evidence-centered design

Educational Testing Service (ETS), 104, 163, 179, 182, 185, 296, 320

Effective formats, 70

Electronic portfolios, 170171

Electronic questionnaires, 171172

Energy and power technologies, 31, 245246

benchmarks for grades 3–5, 245

benchmarks for grades 6–8, 245246

benchmarks for grades 9–12, 246

benchmarks for grades K–2, 245

Energy sources and use, 222223

benchmarks for grades 3–5, 222

benchmarks for grades 6–8, 222223

benchmarks for grades 9–12, 223

benchmarks for grades K–2, 222

Engineering design, 237238

benchmarks for grades 3–5, 238

benchmarks for grades 6–8, 238

benchmarks for grades 9–12, 238

benchmarks for grades K–2, 237

Engineering design process, 277278

Engineering K–12 Center Teacher Survey, 94, 97, 284286

background, 284

committee observations, 286

sample items, 285

scope, 284285

Engineering Our Digital Future, 304

Engineers Week Committee, 291

Environmental effects of technology, 233234

benchmarks for grades 3–5, 233

benchmarks for grades 6–8, 234

benchmarks for grades 9–12, 234

benchmarks for grades K–2, 233

Errors of measurement, defined, 65

ETS. See Educational Testing Service

Eurobarometer—Europeans, science, and technology, 97, 113, 286288

background, 286

committee observations, 288

sample items, 287288

scope, 287

European Commission Candidate Countries Eurobarometer—science and technology, 97, 288290

background, 288289

committee observations, 290

sample items, 289290

scope, 289

European Union, 113, 286, 289

Evidence-centered design (ECD), 167

Existing instruments, 45

mapping to the dimensions of technological literacy, 98112

Expertise, 7375

F

Feedback, 59

Filling the assessment matrix, 115123

Findings and recommendations, 815, 175196

by category and target population, 7

conclusion, 193195

definition of technology, 192193

framework development, 190191

innovative measurement techniques, 188190

Suggested Citation:"Index." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×

for K–12 students, 89, 9596, 178181

for K–12 teachers, 9, 97, 181184

opportunities for assessment, 176186

for out-of-school adults, 10, 97, 184186

research on learning, 186188

summary table, 194

Force Concept Inventory, 85

Fortus, David, 274275

Framework development, 1314, 190191

Future City Competition—Judges Manual, 95, 111, 291293

background, 291

committee observations, 292293

sample items, 292

scope, 291292

G

Gallup Poll on What Americans Think About Technology, 14, 29, 97, 105, 148, 184, 288, 293295

background, 293

committee observations, 295

sample items, 294295

scope, 294

General public, 148, 152

General Social Survey (GSS), 10, 185186

Goldsmiths College, 171

GSS. See General Social Survey

H

Health technology, 227228

benchmarks for grades 3–5, 227

benchmarks for grades 6–8, 227

benchmarks for grades 9–12, 227228

benchmarks for grades K–2, 227

Higher-order thinking, 50, 280, 335

complex, 50

involving nuanced judgment, 50

involving self-regulation, 50

involving the imposition of meaning, 50

involving uncertainty, 50

nonalgorithmic, 50

requiring effort, 50

requiring multiple criteria, 50

yielding multiple solutions, 50

History, influence of technology on, 235236

How People Learn: Brain, Mind, Experience, and School, 27

Hurricane Katrina, 3132, 44

technology through the lens of, 32

I

IALS. See International Adult Literacy Surveys

IBO. See International Baccalaureate Organization

ICT. See Information and Communication Technology Literacy Assessment

Illinois Science Assessment Framework, 51

Illinois Standards Achievement Test—Science, 95, 299301

background, 299

committee observations, 301

sample items, 300301

scope, 299

Illinois State Board of Education, 100

Impact of products and systems, assessing, 242243

Impairments, 134

Industrial Technology Literacy Test, 95, 301303

background, 301302

committee observations, 303

sample items, 302303

scope, 302

Infinity Project Pretest and Final Test, 95, 304307

background, 304

committee observations, 307

sample items, 305307

scope, 304305

Information and communication technologies, 31, 246247

benchmarks for grades 3–5, 246

benchmarks for grades 6–8, 246247

benchmarks for grades 9–12, 247

benchmarks for grades K–2, 246

Information and Communication Technology (ICT) Literacy Assessment, 95, 179, 296298

background, 296

committee observations, 298

sample items, 297298

scope, 297

Information in a Global Society, 112

Information processing, 225226

benchmarks for grades 3–5, 225

benchmarks for grades 6–8, 226

Suggested Citation:"Index." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×

benchmarks for grades 9–12, 226

benchmarks for grades K–2, 225

Information Technology in a Global Society, 95, 307310

background, 307308

committee observations, 310

sample items, 309310

scope, 308309

Innovative measurement techniques, 188190

exploiting, 1213

Instrument review, 93126

assessment matrix for technological literacy, 118123

attitudes toward technology, 113115

filling the assessment matrix, 115123

mapping existing instruments to the dimensions of technological literacy, 98112

technology-literacy-related assessment instruments, 9597

Instrument summaries, 265345

Armed Services Vocational Aptitude Battery, 97, 103, 163, 267268

Assessment of Performance in Design and Technology, 95, 107, 268272

Awareness Survey on Genetically Modified Foods, 97, 272274

Design-Based Science, 95, 274277

Design Team Assessments for Engineering Students, 95, 277280

Design Technology, 95, 111, 280284

Engineering K–12 Center Teacher Survey, 94, 97, 284286

Eurobarometer—Europeans, Science, and Technology, 97, 113, 286288

European Commission Candidate Countries Eurobarometer—Science and Technology, 97, 288290

Future City Competition—Judges Manual, 95, 111, 291293

Gallup Poll on What Americans Think About Technology, 97, 293295

ICT Literacy Assessment, 95, 179, 296298

Illinois Standards Achievement Test—Science, 95, 299301

Industrial Technology Literacy Test, 95, 301303

Infinity Project Pretest and Final Test, 95, 304307

Information Technology in a Global Society, 95, 307310

Massachusetts Comprehensive Assessment System—Science and Technology/Engineering, 9596, 9899, 311313

Multiple-Choice Instrument for Monitoring Views on Science-Technology-Society Topics, 96, 313317

New York State Intermediate Assessment in Technology, 96, 317319

Praxis Specialty Area Test for Technology Education, 94, 97, 104, 182, 320322

Provincial Learning Assessment in Technology Literacy, 96, 101102, 110, 112, 322325

Pupils’ Attitudes Toward Technology, 96, 103, 115, 325327

Science and Technology—Public Attitudes and Public Understanding, 97, 327330

Student Individualized Performance Inventory, 96, 106, 330332

Survey of Technological Literacy of Elementary and Junior High School Students, 96, 333335

Test of Technological Literacy, 96, 336337

TL50—Technological Literacy Instrument, 96, 337339

WorkKeys—Applied Technology, 96, 106, 111, 340345

Interative processes, design as, 43

International Adult Literacy Surveys (IALS), 185

International Association for the Evaluation of Educational Achievement, 8, 180

International Baccalaureate Organization (IBO), 111112, 281, 307

International Society for Technology in Education (ISTE), 192

International Technology Education Association (ITEA), 1, 10, 1415, 20, 22, 36, 42, 51, 5456, 66, 131, 155, 186, 192193, 293295

Standards for Technological Literacy, 30, 176, 295, 320, 322, 332, 345

Suggested Citation:"Index." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×

Issues in technology, 215218

benchmarks for grades 3–5, 216

benchmarks for grades 6–8, 216217

benchmarks for grades 9–12, 217218

benchmarks for grades K–2, 215

ISTE. See International Society for Technology in Education

ITEA. See International Technology Education Association

K

Knowing What Students Know: The Science and Design of Educational Assessment, 27, 38, 72

Knowledge

ability to transfer, 76

benchmarks, 131

domain of, 7071

prior, 77

students’ use of, 110

of a technologically literate person, 34

Knowledge dimension, 98105

content knowledge, 100

data from the NAEP long-term science assessment, 101

process knowledge, 100

productive thinking scale, 100

Knowledge transfer, 7577, 276

L

Learning

“free-choice,” 153154

lifelong, 154

related to engineering, 8386

related to technology, 8083

research on, 186188

Level of technological literacy, 2022

M

Maintaining technological products and systems, 241242

benchmarks for grades 3–5, 241

benchmarks for grades 6–8, 241

benchmarks for grades 9–12, 241242

benchmarks for grades K–2, 241

Manufacturing technologies, 31, 248249

benchmarks for grades 3–5, 249

benchmarks for grades 6–8, 249

benchmarks for grades 9–12, 249

benchmarks for grades K–2, 248

Mapping existing instruments

capability dimension, 105111

critical-thinking and decision-making dimension, 111112

dimensions of technological literacy, 98112

knowledge dimension, 98105

Maryland State Department of Education, 134

Massachusetts Comprehensive Assessment System (MCAS)—Science and Technology/Engineering, 9596, 9899, 311313

background, 311

committee observations, 313

sample items, 312313

scope, 311312

Massive, multiplayer, on-line games (MMOGs), 168

Materials and manufacturing, 220222

benchmarks for grades 3–5, 220221

benchmarks for grades 6–8, 221

benchmarks for grades 9–12, 221222

benchmarks for grades K–2, 220

Mathematical literacy, 33

Matrix-sample assessment of 7th graders, 136140

administration and logistics, 138

content specifications, 137138

description and rationale, 136137

obstacles to implementation, 138139

performance levels, 138

purpose, 137

sample assessment item, 139140

Matrix sampling, 71, 139, 183

MCAS. See Massachusetts Comprehensive Assessment System

MCREL. See Mid-Continent Research for Education and Learning

Measurement, defined, 64

Measurement issues, 6971

constructed-response formats, 70

domain of knowledge, 7071

effective, practical formats, 70

performance-assessment formats, 70

selected-response formats, 69

Medical technologies, 31, 243244

benchmarks for grades 3–5, 243

benchmarks for grades 6–8, 243

benchmarks for grades 9–12, 244

benchmarks for grades K–2, 243

Suggested Citation:"Index." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×

Mental models, assessing, 84

Metacognition, 7778

Mid-Continent Research for Education and Learning (MCREL), 142

MMOGs. See Massive, multiplayer, on-line games

Modified Angoff standards-setting, 72

“Monkey Wrench Conspiracy,” 168

Multiple-Choice Instrument for Monitoring Views on Science-Technology-Society Topics, 96, 313317

background, 313314

committee observations, 316317

sample items, 314316

scope, 314

N

NAEP. See National Assessment of Educational Progress

NAGB. See National Assessment Governing Board

National Academies Press (NAP), 17

National Academy of Engineering, 15, 25, 192193

National Adult Literacy Survey, 185

National Assessment Governing Board (NAGB), 8, 1314, 51, 180181, 183, 191

National Assessment of Educational Progress (NAEP), 5, 8, 20, 5154, 71, 101, 136138, 178181

National Center for Education Statistics, 146n, 185

National Center for Technological Literacy, 114

National Council for Excellence in Critical Thinking, 112

National Education Association, 24

National Household Education Survey (NHES), 10, 185186

National Institute of Standards and Technology, 13, 189

National Institutes of Health, 10, 186

National Opinion Research Center, 185

National Research Council (NRC), 15, 25, 38, 66, 131, 192193

National-sample assessment of teachers, 140145

administration and logistics, 143

content, 142143

description and rationale, 140141

obstacles to implementation, 144

performance levels, 143

performance rubric for sample task, 141

purpose, 142

sample assessment items, 144145

National Science Board (NSB), 105, 148, 327328

National Science Education Standards, 30, 131, 137, 142, 207212

abilities to distinguish between natural objects and objects made by humans, 212

standards related to “science and technology,” 207209

understanding about science and technology, 210211

National Science Foundation (NSF), 1, 814, 19, 25, 41, 180181, 184188, 191

“The nature of technology,” standards related to, 212218

NCLB. See No Child Left Behind Act

New York Hall of Science, 156

New York State Intermediate Assessment in Technology, 96, 317319

background, 317

committee observations, 319

sample items, 318319

scope, 317318

NHES. See National Household Education Survey

No Child Left Behind Act (NCLB), 9, 14, 24, 45, 60, 72, 129, 133134, 143, 179, 183

Norm-referenced interpretations, 71

North Carolina State University, 105, 273

NRC. See National Research Council

NSB. See National Science Board

NSF. See National Science Foundation

Numeracy, 33

O

Obstacles to assessing technological literacy, 2425

Online surveys, 171

Opportunities for assessment, 710, 176186

findings and recommendations for K–12 students, 89, 9596, 178181

Suggested Citation:"Index." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×

findings and recommendations for K–12 teachers, 9, 97, 181184

findings and recommendations for out-of-school adults, 10, 97, 184186

general findings, 176178

Organization for Economic Cooperation and Development, 8, 180

P

PATT-USA. See Pupils’ Attitudes Toward Technology

Performance-assessment formats, 70

Pilot testing, 68

PISA. See Programme for International Student Assessment

Policy-attentive citizens, 147, 151152

Potential solutions, refining, 5859

Practical formats, 70

Praxis Specialty Area Test for Technology Education, 94, 97, 104, 182, 320322

background, 320

committee observations, 322

sample items, 321322

scope, 320321

Problem solvers, unskilled, 74

Problem solving—troubleshooting, research and development, invention and innovation, and experimentation, 238239

benchmarks for grades 3–5, 239

benchmarks for grades 6–8, 239

benchmarks for grades 9–12, 239

benchmarks for grades K–2, 238239

Problems, defined, 4445

Process knowledge, 100

Productive Thinking Scale (PTS), 100

Programme for International Student Assessment (PISA), 8, 127, 180

Provincial Learning Assessment in Technology Literacy, 96, 101102, 110, 112, 322325

background, 322323

committee observations, 325

sample items, 324

scope, 323

PTS. See Productive Thinking Scale

Pupils’ Attitudes Toward Technology (PATT-USA), 96, 103, 115, 325327

background, 325

committee observations, 327

sample items, 326327

scope, 326

Purpose

gathering data useful to, 49

meeting a specific, 4849

Purposes for assessments, 49

accountability, 49

improving curriculum and instruction, 49

informing informal-education programs, 49

informing legislation and public policy, 49

informing product design and marketing, 49

meeting graduation/matriculation requirements, 49

meeting professional licensing requirements, 49

program evaluation, 49

as a research tool, 49

screening for hiring/employment, 49

Q

Qualitative methodologies, 83

Questionnaires

electronic, 171172

open-ended, 83

very short, 171

R

Reading literacy, 32

Recommendations, 815, 9597, 175196

Relationships among technologies and the connections with other fields of study, 231232

benchmarks for grades 3–5, 232

benchmarks for grades 6–8, 232

benchmarks for grades 9–12, 232

benchmarks for grades K–2, 231

Reliability, defined, 6465

Renaissance Learning Star Reading Test, 164

Reporting results, 7172

criterion-referenced interpretations, 72

Suggested Citation:"Index." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×

norm-referenced interpretations, 71

standards-based interpretation, 72

Research

conducting relevant, 56

on learning, 1112

Research on technological learning, 8086

concept inventories, 85

learning related to engineering, 8386

learning related to technology, 8083

Resource constraints, 144

Review, of instruments, 93126

S

Sample cases, from theory to practice, 127160

Science and Engineering Indicators, 20, 105, 113, 184

“Science and technology”

standards related to, 207209

understanding about, 210211

Science and Technology—Public Attitudes and Public Understanding, 97, 327330

background, 327328

committee observations, 329330

sample items, 328329

scope, 328

Science for All Americans, 35, 190

Science/technology/society (STS) topics, 314

Scientific literacy, 33

Scope of technology, 229

benchmark for grades 3–5, 229

benchmark for grades 6–8, 229

benchmark for grades 9–12, 229

benchmark for grades K–2, 229

Selected-response formats, 69

Shen, Benjamin, 147

Sim City™ software, 111, 292

Simulations, 164168

SIPI. See Student Individualized Performance Inventory

Society, technology-dependent, 195

Society’s role in the development and use of technology, 234235

benchmarks for grades 3–5, 234

benchmarks for grades 6–8, 235

benchmarks for grades 9–12, 235

benchmarks for grades K–2, 234

Software piracy, 83

Solutions, identifying potential, 5758

Stakeholders, input from, 47

Stand-alone testing, 60

Standards-based interpretation, 72

Standards for Educational and Psychological Testing, 162

Standards for technological literacy, 229250

Standards for Technological Literacy: Content for the Study of Technology, 22, 26, 29, 36, 42, 51, 54, 65, 93, 104, 106, 131, 137, 142, 185, 193

Standards related to abilities for a technological world, 239243

applying the design process, 239241

assessing the impact of products and systems, 242243

using and maintaining technological products and systems, 241242

Standards related to design, 236239

the attributes of design, 236237

engineering design, 237238

role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving, 238239

Standards related to “science and technology,” 207209

abilities of technological design, 207209

Standards related to technology and society, 232236

the cultural, social, economic, and political effects of technology, 232233

the effects of technology on the environment, 233234

influence of technology on history, 235236

the role of society in the development and use of technology, 234235

Standards related to the design world, 243250

agricultural and related biotechnologies, 244245

construction technologies, 250

energy and power technologies, 245246

information and communication technologies, 246247

manufacturing technologies, 248249

medical technologies, 243244

transportation technologies, 247248

Suggested Citation:"Index." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×

Standards related to “the designed world,” 218228

agriculture, 218220

communication, 224225

energy sources and use, 222223

health technology, 227228

information processing, 225226

materials and manufacturing, 220222

Standards related to “the nature of technology,” 212218, 229232

characteristics and scope of technology, 229

core concepts of technology, 230231

design and systems, 214215

issues in technology, 215218

the relationships among technologies and the connections with other fields of study, 231232

technology and science, 212213

Statewide grade-level assessment, 129136

administration and logistics, 133

content, 131

description and rationale, 129130

obstacles to implementation, 133135

performance levels, 131132

purpose, 130

sample assessment items, 135136

weighting for items assessing knowledge, capability, and critical thinking and decision making, 132

Stereotyping, 135

Strategy selection, 74

STS. See Science/technology/society topics

Student Individualized Performance Inventory (SIPI), 96, 106, 330332

background, 330

committee observations, 332

sample items, 331332

scope, 331

Survey of Teachers’ Attitudes About Engineering, 113114

Survey of Technological Literacy of Elementary and Junior High School Students, 96, 333335

background, 333

committee observations, 335

sample items, 334335

scope, 333334

Survey Research Center, 185186

Surveys of consumers, 10, 186

T

Technical competence, 35

Technically Speaking: Why All Americans Need to Know More About Technology, 1, 45, 15, 20, 22, 26, 30, 33, 3637, 42, 46, 54, 57, 93, 98, 105, 111, 128, 155, 192

Technological design process

conducting relevant research, 56

defining the problem, 4445

identifying constraints, 4548

identifying design criteria, 4856

identifying potential solutions, 5758

input from stakeholders, 47

linear steps in, 4359

refining potential solutions, 5859

Technological literacy, 3236

characteristics of a technologically literate person, 34

defined, 2940

distinguishing from technical competence, 35

Technological products and systems, using and maintaining, 241242

Technologically literate people, 34

capabilities, 34

critical thinking and decision making, 34

knowledge, 34

Technology

attitudes toward, 113115

defined, 192193

design and, 271

standards related to the nature of, 229232

through the lens of Hurricane Katrina, 32

Technology and science, 212213

benchmarks for grades 3–5, 212213

benchmarks for grades 6–8, 213

benchmarks for grades 9–12, 213

benchmarks for grades K–2, 212

Technology and society, standards related to, 232236

Technology consumers, 147, 150151

Technology for All Americans, 35

Technology-literacy-related assessment instruments, 9597

Technology-related standards and benchmarks, 207250

benchmarks for science literacy, 212228

Suggested Citation:"Index." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
×

National Science Education Standards, 207212

standards for technological literacy, 229250

Test of Technological Literacy, 96, 336337

background, 336

committee observations, 337

sample items, 336337

scope, 336

Test-taking skills, 69

Testing, defined, 64

Testing and measurement, 6472

avoiding bias, 68

basic vocabulary, 6465

central themes, 6669

ensuring fairness, 6869

measurement issues, 6971

purpose defined, 6667

reporting of results, 7172

selecting content, 67

Thinking Through Technology: The Path Between Engineering and Philosophy, 54

TIDEE. See Transferable Integrated Design Engineering Education Consortium

TIMSS. See Trends in Mathematics and Science Study

TL50—Technological Literacy Instrument, 96, 337339

background, 337338

committee observations, 339

sample items, 338339

scope, 338

“Trading off,” 5758

Training, in administering tests, 135

Transferable Integrated Design Engineering Education (TIDEE) Consortium, 103, 277

Transportation technologies, 31, 247248

benchmarks for grades 3–5, 247248

benchmarks for grades 6–8, 248

benchmarks for grades 9–12, 248

benchmarks for grades K–2, 247

Trends in Mathematics and Science Study (TIMSS), 8, 71, 179180

U

Understanding about science and technology, 210211

benchmarks for grades 5–8, 210211

benchmarks for grades 9–12, 211

benchmarks for grades K–4, 210

University of Michigan, 185186

University of Southern California, 166

U.S. Census Bureau, 146n

U.S. Department of Defense, 10, 163, 186

U.S. Department of Education, 815, 72, 180, 183188, 191193

V

Validity, defined, 65

Verbal protocol analysis, 83

Views on Science, Technology, and Society (VOSTS), 114115

Visualization, development of, 82

Vocabulary of testing and measurement, 6465

assessment defined, 64

errors of measurement defined, 65

measurement defined, 64

reliability defined, 6465

testing defined, 64

validity defined, 65

VOSTS. See Views on Science, Technology, and Society

W

Web-based games, 168169

WestEd, 179, 185

WorkKeys—Applied Technology, 96, 106, 111, 340345

background, 340

committee observations, 345

sample items, 341345

scope, 341

World of design, standards related to, 243250

Suggested Citation:"Index." National Academy of Engineering and National Research Council. 2006. Tech Tally: Approaches to Assessing Technological Literacy. Washington, DC: The National Academies Press. doi: 10.17226/11691.
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In a broad sense, technology is any modification of the natural world made to fulfill human needs or desires. Although people tend to focus on the most recent technological inventions, technology includes a myriad of devices and systems that profoundly affect everyone in modern society. Technology is pervasive; an informed citizenship needs to know what technology is, how it works, how it is created, how it shapes our society, and how society influences technological development. This understanding depends in large part on an individual level of technological literacy.

Tech Tally: Approaches to Assessing Technological Literacy determines the most viable approaches to assessing technological literacy for students, teachers, and out-of-school adults. The book examines opportunities and obstacles to developing scientifically valid and broadly applicable assessment instruments for technological literacy in the three target populations. The book offers findings and 12 related recommendations that address five critical areas: instrument development; research on learning; computer-based assessment methods, framework development, and public perceptions of technology.

This book will be of special interest to individuals and groups promoting technological literacy in the United States, education and government policy makers in federal and state agencies, as well as the education research community.

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