To what extent can young people analyze the pros and cons of a proposal to develop a new source of energy? Construct and test a model or prototype? Use the Internet to find and summarize data and information in order to solve a problem or achieve a goal? The exploding growth in the world of technology and the need to answer questions similar to those above led the National Assessment Governing Board (Governing Board) to sponsor the development of a framework for a national assessment of technology and engineering literacy. For generations students have been taught about technology and have been instructed in the use of various technological devices, but there has been no way to know exactly what students understand about technologies and their effective use. As the framework was being developed, it became clear that the terms "technology," "engineering," "information communication technology," "21st century skills," and "literacy" are defined and used in significantly different ways in formal and informal education, in standards, by professional organizations, and in legislation. Therefore, the framework development committees recommended a change of the framework title from "technological literacy" to "technology and engineering literacy" to encompass general literacy about the use, effects, and designing of technologies. The "2014 NAEP Technology and Engineering Framework" is a statement about what should be expected of students in terms of their knowledge and skills with technology, written to be the basis for an assessment of technology and engineering literacy appropriate for all students. It opens the door to seeing what our K-12 students know about technology and engineering, in the same way that NAEP already assesses their knowledge and capabilities in reading, mathematics, science, and other subjects. The following are appended: (1) Glossary of Acronyms, Words, and Terms Used in the Framework; (2) Steering Committee Guidelines; (3) Alignment Table--Comparing the NAEP Technology and Engineering Literacy Assessment Areas to U.S. Source Documents; (4) Alignment Table--Comparing the NAEP Technology and Engineering Literacy Assessment Areas to International Source Documents; (5) Alignment Table--Comparing ICT Subareas to the ISTE NETS•SY and the Framework for 21st-Century Learning; (6) Alignment Table--Comparing Design and Systems Subareas to the ITEEA Standards for Technological Literacy; and (7) NAEP Technology and Engineering Literacy Preliminary Achievement Level Definitions. A bibliography is also included.