It is the conclusion of the Committee on Assessing Technological Literacy, a study panel appointed by the National Academy of Engineering and the National Research Council, that very little is known about what children or adults know, can do, and believe about technology. This is because the state of assessment related to technology--or, technological literacy--is in its infancy. The 16-person committee, chaired by Dartmouth College engineering professor and NAE member Elsa Garmire, spent over two years examining the status and prospects for assessment of technological literacy. Its report, "Tech Tally: Approaches to Assessing Technological Literacy," was published in July. The goal of the project was to determine the most viable approach or approaches for assessing technological literacy in three distinct populations in the United States: K-12 students, K-12 teachers, and out-of-school adults (the "general public"). The National Science Foundation-funded project had two specific objectives: (1) Assess the opportunities and obstacles to developing one or more scientifically valid and broadly useful assessment instruments for technological literacy in the three target populations; and (2) Recommend possible approaches to be used in carrying out such assessments, including the specification of subtest areas and actual sample test items representing a variety of item formats. This article describes in general outline the contents of the report, and treats in some detail several topics that may be of particular relevance to technology education. The report notes that until technological literacy is assessed in a rigorous, systematic way, it is not likely to be considered a priority by policy makers, educators, or average citizens.