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



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