My career has progressed from engineering to education to product leadership in large-scale assessment systems, with a consistent focus on designing systems that must function reliably under real-world conditions.

Recently my work has been at the intersection of product, educational content, and systems design, focusing on how complex human activity can be translated into structured, meaningful outcomes.

Current & Ongoing Work

I’m currently building on this work through doctoral research focused on technology enhanced multidimensional science learning and assessment aligned with NGSS, including co-authoring work presented at NARST 2026.

In parallel, I’m developing applied AI capabilities focused on constrained content generation, knowledge base design, and prompt engineering—extending my interest in how systems can support learning, assessment, and decision-making.

Product, Assessment, and Systems Leadership

Over more than a decade at ETS, I worked on the NAEP digital assessment platform—a large-scale, multi-contract system supporting millions of students annually—along with related programs including state assessment systems, HiSET, and internal operational initiatives.

I operated in a hybrid product, assessment, and systems role, serving as a bridge between assessment specialists, engineers, and operations. My work focused on defining solutions, structuring requirements, and guiding delivery across distributed teams working under shared platform constraints.

A central focus of this work was the transition to digital, interactive assessment through scenario-based tasks (SBTs) and componentized technology-enhanced items (TEIs). This included designing how multi-step student interactions could be captured and translated into scorable evidence—foundational to how these assessments function.

This work extended into the design of more complex, simulation-based environments, including a virtual science lab exploring how open-ended investigation tasks could be used to assess scientific practices. These environments captured richer records of student behavior—combining interaction data, tool use, and process artifacts—to support more authentic forms of performance assessment (presented at NCME 2018).

I also led UX and accessibility efforts for platform modernization, contributing to a significant reduction in defects and a more consistent, usable experience—critical for maintaining assessment validity at scale.

In parallel, I contributed to the operational systems supporting development across the Assessment Development division, including labor forecasting, skills tracking, and cross-team workflow design. This work supported coordination across a large, multi-program organization and informed planning and delivery across contracts.