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

INTERDISCIPLINARY education; INTEGRATION (Theory of knowledge); ALTERNATIVE assessment (Education); GRADING of students; COLLEGE curriculum; CURRICULUM frameworks; HIGHER education

The article examines the need for interdisciplinary studies in contemporary knowledge societies. The article states the need for young people to develop insights and modes of thinking that are informed by a variety of disciplines and to integrate these forms of knowledge effectively. The authors examine both the difficulties in assessing interdisciplinary work and effective methods employed by experienced U.S. college faculty. The resulting frameworks shed light on qualities of accomplished interdisciplinary student work for use by faculty in setting objectives and standards and providing informative feedback to students throughout an interdisciplinary course.