Technological literacy is identified as a vital achievement of technology- and engineering-intensive education. It guides the design of technology and technical components of educational systems and defines competitive employment in technological society. Existing methods for measuring technological literacy are incomplete or complicated, unreliable, unstable and imprecise, time-consuming, and require large expenditures on resources. This paper presents a new method for valid and reliable measuring of technological literacy. The method encompasses three main components--knowledge, capabilities, and critical thinking and decision-making. It is centred on the standards for technological literacy issued by the International Technology and Engineering Educators Association. It has three key features. (1) A construct-measure-result front-ended approach, where a construct consists of an object, attribute, and entity; which causes reduction of measure-induced distortion and error. (2) A broad test range definition that provides stable and accurate measuring of technological literacy for 6-18-year-old students. (3) A genuine design approach including a multiple choice test item form determination consisting of content, criterion and construct validity, item discrimination, difficulty index, and an intraclass correlation measure for time stability and scooping its heterogeneous nature. Only the method is described herein and its pilot test results are presented. It is moderately reliable over time ("intraclass correlation coefficient" = 0.68, p < 0.05), has high criterion-related validity (r[subscript xy] < 0.4) and construct validity (h[superscript 2 > 0.7). High content validity evidence was ensured through a two-stage validation method, while test item discrimination coefficient values are acceptable (r[subscript pbis] > 0.1). The method is time-efficient (measuring lasts 45 min), valid, stable, and enables holistic investigation of large sample sizes.