Environmental Literacy Framework

Released by NAAEE in 2011 at the National Press Club in Washington, DC, Developing a Framework for Assessing Environmental Literacy presents a comprehensive, research-based description of environmental literacy and applies that work to the creation of a framework for assessing environmental literacy as an optional component of the Organisation for Economic Co-operation and Development's (OECD) Programme for International Student Assessment (PISA). PISA is a triennial international survey that aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.

This document was developed in a collaborative effort that brought together experts in research, assessment, and evaluation in the fields of social studies education, science education, environmental education, and related science and social science fields. It is intended as a guide for developers of large-scale national and international assessments of environmental literacy who wish to answer the question, "to which degree do targeted populations have the knowledge, skills, dispositions, and behaviors to competently make decisions and act on local, regional, national and global environmental issues?"

U.S. Department of Education Green Ribbon Schools applauds the North American Association for Environmental Education and its partners for their work in developing the much needed Framework for Assessing Environmental Literacy. ...the framework will help to address the need to reliably measure and determine progress when assessing both environmental education and green schools.

—Andrea Suarez Falken, Special Assistant/Acting Program Manager, U.S. Department of Education Green Ribbon Schools

Materials and Framework

The People

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Acknowledgment of Support

NAAEE is grateful to the National Oceanic and Atmospheric Administration (NOAA) and the National Marine Sanctuary Foundation (NMSF) for their funding of this event. The Framework for Assessing Environmental Literacy is based upon work supported by the National Science Foundation (NSF) under Grant No. 1033934.


Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.