National Assessment of Educational Progress (NAEP)

2012 Technological Literacy Framework

Outreach

Overall Purposes

1.Develop the recommended framework and specifications for NAEP Technological Literacy 2012 in grades 4, 8, and 12.

2.Recommend grade level(s) for the “probe” assessment in 2012.

3.Recommend important background variables associated with student achievement in Technological Literacy that should be included in NAEP Assessment

Collaborators• International Society for Technology in

Education (ISTE)

• International Technology Education Association (ITEA)

• Partnership for 21st Century Skills (P21)

• Council of Chief State School Officers (CCSSO)

• State Educational Technology Directors Association (SETDA)

• September 2008 Contract Signed• October 2008 Planning Document• December 2008 – Framework Development

September 2009 and Committee Meetings• March – Review Forums and External Review of

October 2009 Framework Drafts• September 2009 Draft of Assessment Framework to NAGB• November 2009 Final Assessment Framework to NAGB• January 2010 Draft of Test & Item Specifications to

NAGB• January 2010 Draft of Background Variables to NAGB• February 2010 Draft of Final Report to NAGB• March 2010 Final Test & Item Specifications to NAGB• March 2010 Final Background Variables to NAGB• March 2010 Final Report to NAGB

Project Timeline

NAEP Assessment DevelopmentFive Year Cycle (e.g., Technological Literacy)

• Framework Development Process (2008-2009)

Assessment framework (content)

Specifications (detailed blueprint)

Preliminary achievement level descriptions

• Test development (2009-2010)

• Item reviews (content, bias, etc.) (2009-2010)

• Field testing; more reviews (2010-2011)

• Operational prototype testing at grade 4, 8, or 12 (2012)

• Setting achievement levels (2012)

• Report preparation and review ( 2013)

• Release of NAEP results (2013)

Assessment Design SequenceNAGB

Assessment Framework

specifies the content of the

Assessment and Exercise Specifications

Assessment

is further elaborated in the

specify content and item types on the

Broad input from scientists, engineers, science and technology educators, policymakers, the public, etc. (Steering and Planning Committee)

Broad-Based Input

• Stakeholders include scientists, engineers, teachers, state education officials, and the public

• Diverse Steering and Planning Committees

• Public Forums

• Reviews of draft documents

Resources Informing the Framework Development

• Framework for the 2009 Science NAEP• ITEA Standards for Technological Literacy• ISTE NETŸS• Partnership for 21st Century Skills Framework• AAAS Benchmarks for Scientific Literacy• National Research Council• Current State Standards• Current International Frameworks and Standards

OECD, UK, International Baccalaureate, EU

• Co-chair: Senta Raizen, WestEd

Co-chair: Don Knezek, ISTE

• Broad participation: education, industry, policy, engineers, and technology organizations

• Four 2-day meetings in Washington, DC

— December 2008 — July 2009

— March 2009 — September 2009

Steering Committee

Planning Committee

• Co-chair: Edys Quellmalz, WestEd

Co-chair: Cary Sneider, Portland State Univ.

• Broad participation: educators, measurement experts, scientists, industry, technology specialists and engineers

• Six 2-day meetings in Washington, D.C.— December 2008 — May 2009— January 2009 — June 2009— March 2009 — September 2009

2012 NAEP Technological Literacy Framework Sections

• Executive Summary

• 2012 Technological Literary Framework Project Participants

• Chapter One: Overview

• Chapter Two: Areas of Technological Literacy

• Chapter Three: Technological Literacy Practices and Contexts

• Chapter Four: Overview of The Assessment Design

• Chapter Five: Reporting Results of the 2012 NAEP Technological Literacy Assessment

Technological Literacy

Ch. 2 - Major Assessment Areas

Technology & Society

Design & Systems

Information & Communication

Technology (ICT)

A. Technology and Human Society

B. Effects of Technology on the Natural World

C. Effects of Technology on the World of Information and Knowledge

D. Ethics, Equity and Responsibility

A. The Nature of Technology

B. Engineering Design

C. Maintenance and Troubleshooting

D. Systems Analysis

A. Construction and Exchange of Ideas and Solutions

B. Information Research

C. Investigation of Academic and Real-World Problems

D. Acknowledgement of Ideas and Information

E. Selection and Use of Digital Tools

A. Technology and Human Society concerns the ways that society drives the improvement and creation of new technologies, and how technologies change society.

B. Effects of Technology on the Natural World is about both the positive and negative ways that technologies affect the environment.

C. Effects of Technology on the World of Information and Knowledge involves influences on access, creation, management and participation.

D. Ethics, Equity and Responsibility recognizes that technologies have profound effects on people, that those effects can widen or narrow disparities, and that people are responsible for consequences of technological decisions.

Ch. 2 - Technology and Society

Ch. 2 - Design and Systems

A. The Nature of Technology broadly refers to all products, processes and systems created to meet human needs and desires.

B. Engineering Design involves a systematic approach to creating solutions to technological problems and finding ways to address people’s desires and needs.

C. Maintenance and Troubleshooting concerns how to prevent the technological devices we use everyday from breaking down, and to fix them when they fail.

D. Systems Thinking is a powerful means of thinking about devices and situations so as to understand interactions between parts, root causes of problems, and the consequences of solutions.

Ch. 2 - Information & Communication Technology (ICT)

A. Construction and Exchange of Ideas and Solutions involves using ICT and media to communicate ideas and collaborate with others to solve problems and achieve goals in school subjects and practical situations.

B. Information Research includes the ability to employ technologies and media to easily find, evaluate, analyze, and synthesize information from different sources.

C. Investigation of Academic and Real-World Problems concerns the use of ICT to define and solve problems in school subjects and in practical situations.

D. Acknowledgement of Ideas and Information involves respect for the intellectual properties of others and how to appropriately credit others’ contributions.

E. Selection and Use of Digital Tools includes both knowledge and skills for choosing from and using a wide variety of digital tools for different purposes.

Ch. 2 - Sample Grade Level TargetsInformation and Communication Technology

D. Acknowledgement of Ideas and Information

Fourth grade students exhibit digital citizenship by understanding that it is permissible to use others’ ideas as long as appropriate credit is given and that copyrighted materials cannot be shared freely. Eighth grade students should be aware of and comply with laws and ethical guidelines for incorporating ideas, text, and images into their own work. Twelfth grade students should understand the reasons for protecting intellectual property and demonstrate responsible and ethical behaviors when using ideas, quotes, and images from others. 

Grade 4 Grade 8 Grade 12

Students know that:

I.4.10: It is allowable to use other people’s ideas in one’s own work provided that proper credit is given to the original source, whether information is shared in person or through ICT media.

Students know that:

I.8.10: Style guides provide detailed examples for how to give appropriate credit to others when incorporating their ideas, text, or images in one’s own work.

Students know that:

I.12.10: Legal requirements governing the use of copyrighted information and ethical guidelines for appropriate citations are intended to protect intellectual property.

Students are able to:

I.4.11: Demonstrate respect for copyrighted material, such as resisting the request from a friend to copy a song from a CD or placing copyrighted material online.

Students are able to:

I.8.11: Demonstrate compliance with fair use practices and appropriate citation of sources when using information from books or digital resources.

Students are able to:

I.12.11: Demonstrate responsible and ethical behavior by following the letter and spirit of current laws concerning personal and commercial uses of copyrighted material as well as accepted ethical practices when using verbatim quotes, images, or ideas generated by others.

Ch 3 - Practices and Contexts

Practices•Identifying and Applying Technological

Principles

•Using Technological Processes to Solve Problems and Achieve Goals

•Communicating and Collaborating

Major Assessment

Areas

Technological Literacy Practices

Technology & Society

Design & Systems

Information & Communication

Technology

Identifying and Applying Technological Principles

Using Processes to Solve Problems and Achieve Goals

Communicating and Collaborating

Ch 3 - Cross-Cutting Practices

Contexts•Types of problems

•Issues

•Situations

Ch 3 - Practices and Contexts

Ch. 4 - Description of Assessment Sets

All test items administered – total test time about 5 hours

Items are selected into test blocks of 2 x 25 mins

… ETC.

Ch. 4 - Sample Test Item Allocation

NAEP Technological Literacy Project

www.naeptech2012.org

National Assessment Governing Boardwww.nagb.org

For More Information:

NAEP

nces.ed.gov/NATIONSREPORTCARD