R ES EA

Over the past decade, several prominent U.S. organizations have suggested Americans – particularly American students – should be more knowledgeable about technology to be successful, well-rounded citizens. However, these urgings have been made largely in the absence of data about technological literacy in the United States. The lack of such data reflects a near-absence of assessment of this critical competency. To help address this problem, The National Academies launched a study of the opportunities and obstacles to developing one or more scientifically valid and broadly useful assessment instruments for technological literacy. The paper provides background to the Academies and the study, proposes working definitions of technology and technological literacy, summarizes technology-related assessment instruments analyzed by the study committee, presents a conceptual framework suitable for constructing new assessments in this domain, and suggests future steps that might be needed to make assessment of technological literacy more prevalent. Key words assessment, technology, technological literacy, United States, knowledge, capability, critical thinking, decision makin