Executive Summary -- Introduction -- 1 Defining Technological Literacy -- The Designed World -- Technological Literacy -- Attitudes Toward Technology -- Visualizing Technological Literacy -- Assessing Technological Literacy -- 2 Assessment As a Design Challenge -- The Design Process -- No Perfect Design -- Inherent Uncertainty -- 3 An Assessment Primer -- Testing and Measurement -- Cognition and Learning -- 4 Review of Instruments -- Assessing the Dimensions of Technological Literacy -- Assessing Attitudes -- Higher-Order Thinking -- Design Related Thinking -- Filling the Assessment Matrix -- 5 From Theory to Practice: Five Sample Cases -- Case 1. A Statewide Grade-Level Assessment -- Case 2. National Assessment of 7th Graders -- Case 3. Teachers Assessment -- Case 4. Assessment for Broad Populations -- Case 5. Assessments for Visitors to Museums and Other Informal Learning Institutions -- 6 Computer-Based Assessment Methods -- Computer-Based Adaptive Assessment -- Simulations. Computer-Based and Web- Based Games -- Electronic Portfolios -- Electronic Questionnaires -- 7 Findings and Recommendations -- Opportunities For Assessment -- Research On Learning -- Exploiting Innovative Measurment Techniques -- Framework Development -- Expanding The Definition Of Technology -- Appendixes -- A Committee Biographies -- B Technology-Related Standards and Benchmarks in the National Science Education Standards, Benchmarks for Science Literacy, and Standards for Technological Literacy -- C Challenges and Opportunties for Assessing Technological Literacy in the United States (Workshop Agenda) -- D Research on Learning in Technology and Engineering: A Selected Bibliography -- E Instrument Summaries. "Tech Tally: Approaches to Assessing Technological Literacy explores methods and opportunities for assessing technological literacy in K - 12 students, K-12 teachers, and out-of-school adults The report suggests how scientifically valid and broadly applicable assessments might be developed for the three target populations Findings and related recommendations are provided in five critical areas: instrument development, research on learning, computer-based assessment methods, framework development, and public perceptions of technology."--Jacket.