Targeted Assessment of Students' Interdisciplinary Work: An Empirically Grounded Framework Proposed

Autor/inn/en	Mansilla, Veronica Boix; Duraising, Elizabeth Dawes
Titel	Targeted Assessment of Students' Interdisciplinary Work: An Empirically Grounded Framework Proposed
Quelle	In: Journal of Higher Education, 78 (2007) 2, S.215-237 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
Schlagwörter	Educational Research; Interdisciplinary Approach; Student Evaluation; Intellectual Disciplines; Teacher Attitudes; Educational Quality; Research Problems; Fundamental Concepts; Expository Writing; Portfolio Assessment; Literature Reviews; Concept Mapping; Perception; Teacher Integration + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schulnote; Studentische Bewertung; Geisteswissenschaften; Lehrerverhalten; Quality of education; Bildungsqualität; Forschungskritik; Grundlagenplan; Konzept; Portfoliobeurteilung; Concept Map; Wahrnehmung
Abstract	In this article, the authors present a study of experienced faculty's beliefs about the assessment of interdisciplinary student work. The study focuses on faculty's close analysis of student work produced in interdisciplinary courses, such as integrative final papers, written examinations, and capstone presentations. The authors begin by reviewing relevant literature on assessment and interdisciplinary learning in higher education and proceed with a description of the study and introduce their framework for targeted assessment. Building on their analysis of interviews and student work and in conjunction with the epistemic principles described in the paper, the authors highlight three core dimensions of students' interdisciplinary work: (1) disciplinary grounding; (2) advancement through integration; and (3) critical awareness. These three dimensions organize the presentation of faculty views of quality interdisciplinary work and the assessment challenges that they encountered. The results shed light on the qualities the faculty associated with more and less accomplished interdisciplinary student work and on the particular assessment challenges posed by work at disciplinary crossroads. Building on an educational research tradition that favors the development of "usable knowledge" (Lageman, 2002), the findings are integrated into a framework designed to focus evaluators' attention on the key qualities of interdisciplinary work worth attending to in assessment. In conclusion, the authors revisit the challenges and possibilities of more rigorous assessment and pedagogical support of interdisciplinary work. (Contains 1 figure and 4 notes.) (ERIC).
Anmerkungen	Ohio State University Press. 180 Pressey Hall, 1070 Carmack Road, Columbus, OH 43210-1002. Tel: 614-292-1407; Fax: 614-292-2065; Web site: http://www.ohiostatepress.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10