Any NAEP framework must be guided by NAEP purposes as well as the policies and procedures of the Governing Board, which oversees NAEP. For the NAEP Technology and Engineering Literacy Assessment, the main purpose of the framework is to establish what students should know about and be able to do with technology and to set forth criteria for the design of the 2014 assessment and future assessments. Meeting this purpose requires a framework built around what the communities involved in technology, technology education, educational technology, and technology and engineering literacy consider to be the knowledge and skills that are most important for NAEP to report.
In prioritizing the content, the framework developers used the NAEP technological lteracy steering committee guidelines (summarized later in this chapter). These guidelines recommended drawing from the following sources:
Tables illustrating how the major assessment areas presented in chapter two are aligned with these source documents are presented in appendices C and D. These sources embody a wealth of information about technological literacy and technology education. All of them address similar issues of K-12 content and assessment, and in many ways they converge on a broad vision of technology and engineering literacy. However, the various documents do not always agree on definitions of terms, and in many cases they attach different meanings to phrases such as "educational technology" and "technology education," which a reader outside the field would find confusing. Consequently, it is important to establish clear definitions for the purpose of this framework and the work of NAEP that will follow. (See the glossary in appendix A for full definitions of relevant terms used in this framework.)