The Center for Applied Linguistics is recruiting experienced Item Writers to develop content for a large-scale K-12 English language proficiency test. Item Writers will write original passages and items based on specifications for Listening and Reading domains and content-area topics generated by K-12 teachers in U.S. public schools.
Item Writers must sign a nondisclosure agreement and assign copyright to CAL for all materials created under this activity.
Development timeline:
Approximately November 1, 2017—March 31, 2018
Compensation:
$75 per accepted item
Item Writer responsibilities:
- Attend an online orientation and training session led by CAL staff
- Listening: Write sets of scripts (monologues or dialogues) with 3 corresponding items and graphics descriptions
- Reading: Write sets of 3 passages with 3 corresponding items
- Provide full, annotated copies of source material used
- Submit materials on deadline
- Complete revisions, if requested, in a timely manner
Eligibility requirements:
- Bachelor’s degree in a relevant field
- Minimum of 2 years’ experience as an item writer
- ESL or content-area teaching experience preferred
- Prior experience with remote, contract-based work preferred
- Familiarity with national and/or state curriculum standards including Common Core State Standards, Next Generation Science Standards, and the C3 Social Studies standards preferred
Skills and abilities:
- Excellent written communication skills in English
- Ability to work remotely to write and submit assignments electronically
- Ability to work with detailed item specifications and language proficiency standards
- Ability to accept feedback and incorporate revisions effectively
- Ability to work collaboratively with CAL staff
- Ability to consistently meet deadlines
- Proficient in the use of Word, PowerPoint, and Adobe Acrobat
Next steps:
1. Complete an Item Writer application: https://www.surveymonkey.com/r/S3SBRKZ
2. Submit your resume to jobs@cal.org with “CAL Professional Item Writing Opportunity” in the subject line.
