Tech Tally Approaches to Assessing Technological Literacy (2006) / Chapter Skim
Currently Skimming:
8 Findings and Recommendations
8 Findings and Recommendations
Pages 175-196
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From page 175... ...
The knowledge and skills identified in learning standards reflect the judgments of technical experts and experienced educators about the development of technological literacy.
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From page 176... ...
In keeping with federal and state laws and regulations, assessments of technological literacy must be designed, as much as possible, to allow individuals with mental or physical disabilities to participate. In addition to these general guidelines, the committee developed findings and related recommendations in five categories: opportunities for assessment; research on learning; the use of innovative measurement techniques; framework development; and broadening the definition of technology.
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From page 177... ...
On a more positive note, the review of assessment instruments suggests that valid and reliable items can be developed that address one or more of the cognitive dimensions and all of the content domains of technological literacy. Items related to critical thinking and decision making may be the most challenging for assessment developers, and time and resource constraints will pose obstacles to the development of items to measure design-related capability.
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From page 178... ...
The two areas of opportunity just described are not mutually exclusive, and the committee recommends that both approaches be pur sued simultaneously. As a practical matter, data gathered from early, integrative attempts to assess aspects of technological literacy would pro Assessment vide valuable input for comprehensive, stand-alone assessments, whether items should be for students, teachers, or out-of-school adults.
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From page 179... ...
Among other provisions, the law requires that states make a determination of the "technology literacy" of all students by the end of grade 8, and language in the accompanying House report on the legislation notes the importance of students becoming "technologically literate." However, it is clear from the context of these references that the concept of technological literacy in these documents differs substantially from the concept described in Technically Speaking (NAE and NRC, 2002)
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From page 180... ...
supporting the inclusion of technological literacy items as a cross curricular competency. The second area of opportunity for assessing technological lit eracy in the K12 population is to create de novo instruments.
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, which oversees NAEP assessments, authorized a "probe study" of assessing technological literacy. Probe studies are small-scale research projects to determine the feasibility of developing new large-scale assessments under the NAEP umbrella.
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However, very little information is available about the techno logical literacy of teachers. An assessment for prospective teachers of technology is offered through the Educational Testing Service Praxis series, and technology-related items are included in the Praxis tests given to pre-service science teachers.
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A different approach will be necessary to assess technological literacy among teachers at the national level. Because of financial, time, and logistical constraints, it will not be possible to administer the same battery of test items to every teacher in the United States.
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De partment of Education should fund the development and pilot testing of sample-based assessments of technological literacy among pre-service and in-service teachers of science, technology, English, social studies, and mathematics. These assessments should be informed by carefully developed assessment frameworks.
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Like IALS, ALL focuses on prose and document literacy, but also redefines quantitative literacy as numeracy, implying a broader range of activities, some of which might be relevant to assessing technological literacy (Lemke, 2004)
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From page 186... ...
The International Technology Education Asso ciation should continue to conduct a poll on technological literacy every several years, adding items that address the three dimensions of tech nological literacy, in order to build a database that reflects changes over time in adult knowledge of and attitudes toward technology. In addi tion, the U.S.
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From page 187... ...
Based on the small number of published studies in this area, only a few graduate programs in engineering and technology education support research on how people learn. The committee also finds that research on learning has traditionally been considered a public good and, therefore, has been supported by government agencies whose missions include the improvement of the U.S.
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From page 188... ...
Consider able work is already being done to develop software applications, includ ing simulation authoring tools, that could be used by assessment develop ers to save time and money in the test design process. Computer-based testing is particularly appealing for the assess ment of technological literacy.
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From page 189... ...
The National Institute of Standards and Technology, which has a broad mandate to promote technology development and an extensive track record in organizing research conferences, should convene a major national meeting to explore the potential of innovative, computer-based techniques for assessing technological literacy in students, teachers, and out-of-school adults. The conference should be informed by research related to assessments of science inquiry and scientific reasoning and should consider how innovative assessment techniques compare with traditional methods.
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From page 190... ...
Framework develop ment requires resources and time but is essential for clarifying and orga nizing the content of an assessment. Ideally, rigorously developed frame works should inform the development of both stand-alone assessments of technological literacy and assessments in other subjects that include technology-related questions.
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From page 191... ...
Assessments of technological literacy in K12 students, K12 teachers, and out-of-school adults should be guided by rigorously developed assessment frameworks. · For K12 students, the National Assessment Governing Board, which has considerable experience in the development of assess ment frameworks in other subjects, should commission the devel opment of a framework to guide the development of national and state-level assessments of technological literacy.
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From page 192... ...
But these assessments would be even more useful if they were expanded to address more endur ing conceptions of technology, as discussed in Technically Speaking (NAE and NRC, 2002) and detailed in national educational standards for sci ence (AAAS, 1993; NRC, 1996)
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In addition, many of the recommendations are interdependent. For instance, all assessments for technological literacy would benefit from the development of detailed assessment frameworks (Recommendation 11)
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Department of Education international assessments.
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The impetus for technological literacy is a desire that all citizens be empowered to function confidently and productively in our technology-dependent society. A technologically literate public could engage in more-informed public dialogue on the pros and cons of technology-related developments, would provide a talent pool of technologically educated workers, and would contribute to the national science and engineering enterprise.
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From page 196... ...
: A Review of Research. Paper commissioned by the National Re search Council Committee on Assessing Technological Literacy.
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