loveland 090731 naep tech lit outreach
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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