Science Item Writer Flashcards
(9 cards)
Tell me about yourself?
I have a background in Earth Science, with both a Bachelor’s and a Master’s degree in Geology. Over the past few years, I’ve worked in a variety of educator roles—first as a as a long-term substitute teacher, often creating my own curriculum, which deepened my understanding of classroom needs and student learning levels.
I also taught undergraduate Earth Science labs as a Teaching Associate, which really sharpened my ability to communicate complex concepts clearly and accurately.
More recently, I worked as a State Park Interpreter where I developed NGSS-aligned educational content for K–8 students, including hands-on programs around earth sciences, water, and ecosystems. Altogether, I bring a strong grasp of NGSS, a student-focused mindset, and a science communication skillset I’m excited to apply to assessment development.
How do you approach writing NGSS-aligned assessment items?
I start by identifying the specific NGSS Performance Expectation I want to target, and then unpack the three dimensions: the Disciplinary Core Idea (DCI), the Science and Engineering Practice (SEP), and the Crosscutting Concept (CCC).
I design the item so it encourages students to apply all three dimensions. For example, in one of my samples, students interpret a data table to support a claim about flood mitigation—tying into 3-ESS3-1. I make sure the item uses grade-level language and avoids unnecessary jargon.
Can you walk us through how you ensure items assess the three dimensions of NGSS?
I look for natural ways to integrate the SEP and CCC into the task. If the DCI is about natural hazards, I might ask students to analyze a real-world data set or image and then construct or choose a supported claim—bringing in practices like analyzing data or constructing explanations. I often build a short passage or visual to serve as the stimulus and then write distractors that reflect common misconceptions or partial understandings. The goal is to prompt scientific reasoning, not just recall.
How do you ensure content is grade-appropriate for elementary students?
I use my teaching experience—especially as a State Park Interpreter and substitute teacher—to gauge vocabulary and conceptual complexity. I’ve worked with elementary students in both classroom and outdoor settings, so I know how to translate abstract science ideas into concrete, relatable examples. I also make sure that any visuals or data used are simple, clean, and don’t require prior knowledge to interpret.
Tell us about a science assessment item you wrote recently. How did you decide on the structure and content?
One recent item focused on two neighborhoods near a river—one with a levee and one without. I created a simple image to support the scenario and asked students to interpret which neighborhood would be safer during a flood and why. I chose this structure because it reflects real-world relevance and aligns with 3-ESS3-1. I made sure the reading level was appropriate and offered answer choices that reflected different reasoning pathways.
What’s your process for drafting and revising an item?
I begin with the standard and then brainstorm real-world contexts to anchor the concept. I write a stem that asks students to apply a practice (e.g., analyzing data), then develop answer choices—usually starting with the correct one and then crafting plausible distractors. I read the item aloud to catch awkward phrasing, and I often revise based on clarity, grade-appropriateness, and alignment. When collaborating, I’m open to feedback and iterate based on content reviews.
What types of technology-enhanced items (TEIs) are you familiar with, or have you written?
I haven’t used platforms like those for state-level assessments, I do have experience using Canvas to deliver lab content and quizzes for online undergraduate Earth Science courses.
This included using digital question formats such as multiple choice, matching, and short response, along with embedding data tables, images, and videos. That experience gave me insight into how learners interact with content in digital formats, which I think translates well to authoring TEIs.
How do you ensure your assessment items and visuals comply with copyright or licensing restrictions?
I rely on public-domain or openly licensed sources—like USGS, NOAA, or NASA—for data and visuals. When creating my own visuals or using AI-generated tools like Canva, I ensure the usage rights are clearly permitted for educational or commercial use. I also avoid branded content and always verify the license status of anything I didn’t create myself.
What’s your expected hourly rate?
Based on my education, experience developing NGSS-aligned content, and market rates for freelance science item writing, I would expect an hourly rate in the range of $30–$45/hour. However, I’m open to discussing the budget and workload expectations further
