This set of example videos demonstrates the types of interactivity and functionality of tools that students might be expected to use as they respond to short and long scenarios that will be developed for the Technology and Engineering Literacy Assessment. Long scenarios can be created by increasing the complexity of the task in a short scenario so that students need to complete several steps to respond to it. Conversely, short scenarios might be created from a long scenario by breaking the series of steps in the long task into discrete, shorter ones. The content of the examples is not meant to represent the content that will be assessed.
Click on an image to view each example.
In this scenario students observe organisms interacting in an ecosystem. The tasks were designed for grade 8. In the NAEP Technology and Engineering Literacy Assessment, students might investigate how organisms in an ecosystem are affected by a pollutant
In this scenario students use simulations in a problem solving activity. While designed for middle school science, such a simulation could be adapted for the NAEP Technology and Engineering Literacy Assessment to study how the design of the technological system (transportation) affects the environment positively by making it possible to contain forest fires and rescue people and also negatively because of the cutting of trees and the disruption of wildlife habitat.
In this scenario a population of small birds —chortlers— is declining. Students are asked to use various tools to analyze data to determine possible causes for the population decrease and present findings on the impacts on the chortlers.
In this scenario students use their knowledge about the engineering design process and various tools to explore the factors that affect plant growth in a greenhouse. In the NAEP Technology and Engineering Literacy Assessment, students might be asked to evaluate different greenhouse designs.
In this scenario students are asked a series of questions related to a simulation of a nuclear reactor. In the NAEP Technology and Engineering Literacy Assessment, students might identify inputs and outputs of the system, analyze potential hazards, investigate safe levels of temperature and power, and prepare a report of findings.
In this scenario students search for information concerning video games and violence and then use Web-based tools to develop a presentation. In this example the student uses common word processing, spreadsheet and presentation software but development for the Technology and Engineering Literacy Assessment will not necessarily use that particular brand of software. The scenario is divided into three samples.