Targeted Assessment Rubric: An Empirically Grounded Rubric for Interdisciplinary Writing
A rubric to assess interdisciplinary writing was developed and tested through analysis of 84 pieces of freshmen, sophomore, and senior college student work. Four levels of interdisciplinary understanding are described across 4 dimensions of interdisciplinary work: (a) purposefulness, (b) disciplinar...
Gespeichert in:
| Veröffentlicht in: | The Journal of higher education (Columbus) 2009-05, Vol.80 (3), p.334-353 |
|---|---|
| Hauptverfasser: | , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 353 |
|---|---|
| container_issue | 3 |
| container_start_page | 334 |
| container_title | The Journal of higher education (Columbus) |
| container_volume | 80 |
| creator | Mansilla, Veronica Boix Duraisingh, Elizabeth Dawes Wolfe, Christopher R. Haynes, Carolyn |
| description | A rubric to assess interdisciplinary writing was developed and tested through analysis of 84 pieces of freshmen, sophomore, and senior college student work. Four levels of interdisciplinary understanding are described across 4 dimensions of interdisciplinary work: (a) purposefulness, (b) disciplinary grounding, (c) integration, and (d) critical awareness. |
| doi_str_mv | 10.1080/00221546.2009.11779016 |
| format | Article |
| fullrecord | <record><control><sourceid>gale_cross</sourceid><recordid>TN_cdi_gale_infotracmisc_A203243658</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A203243658</galeid><ericid>EJ842002</ericid><jstor_id>25511112</jstor_id><sourcerecordid>A203243658</sourcerecordid><originalsourceid>FETCH-LOGICAL-c524t-71dce93e90e4cdb7f7627f3f13afe61e12f44611f00593ebc15e83198609fa093</originalsourceid><addsrcrecordid>eNqNkl2L1DAUhosoOK7-A5WiV150zEfTD-_KMI4jgwu6onchk56UDG0ym6To_HtTurswMKgnFwl5nzc5nHOS5DVGS4wq9B4hQjDLiyVBqF5iXJY1wsWjZIEZrbK8yNHjZDFB2UQ9TZ55f0AxMGaL5OeNcB0EaNPGe_B-ABPSr-PeafkhbUy6Ho46nkXfn9KNs6NpIzrrqbIu3ZoArtVe6mOvjXCn9IfTQZvuefJEid7Di7v9Kvn-cX2z-pTtrjfbVbPLJCN5yErcSqgp1Ahy2e5LVRakVFRhKhQUGDBReV5grBBiEdtLzKCiuK4KVCuBanqVvJnfPTp7O4IP_GBHZ-KXnCBGc1wVE_R2hjrRA9dG2eCEHGLavCGIkpwWrIpUdoHqwIATvTWgdLw-45cX-LhaGLS8aHh3ZohMgN-hE6P3fPvty3-z1Wb3t8TvWGn7Hjrgsd6r63O-mHnprPcOFD86PcTmcYz4NFP8fqb4NFP8fqai8eVshNj_B9P6c5VHjkT51SwffLDuQSeM4RiT3sz6VCs3iF_W9S0P4tRbp5wwUntO_5HCH41n4Fg</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>205341869</pqid></control><display><type>article</type><title>Targeted Assessment Rubric: An Empirically Grounded Rubric for Interdisciplinary Writing</title><source>Jstor Complete Legacy</source><source>Education Source (EBSCOhost)</source><creator>Mansilla, Veronica Boix ; Duraisingh, Elizabeth Dawes ; Wolfe, Christopher R. ; Haynes, Carolyn</creator><creatorcontrib>Mansilla, Veronica Boix ; Duraisingh, Elizabeth Dawes ; Wolfe, Christopher R. ; Haynes, Carolyn</creatorcontrib><description>A rubric to assess interdisciplinary writing was developed and tested through analysis of 84 pieces of freshmen, sophomore, and senior college student work. Four levels of interdisciplinary understanding are described across 4 dimensions of interdisciplinary work: (a) purposefulness, (b) disciplinary grounding, (c) integration, and (d) critical awareness.</description><identifier>ISSN: 0022-1546</identifier><identifier>EISSN: 1538-4640</identifier><identifier>DOI: 10.1080/00221546.2009.11779016</identifier><identifier>CODEN: JHIEAW</identifier><language>eng</language><publisher>Columbus: Taylor & Francis</publisher><subject>Academic Discourse ; Academic grading ; Apprenticeships ; Basic writing ; Classless societies ; College Instruction ; College students ; Educational Assessment ; Educational evaluation ; Evaluation ; Evaluation Methods ; Higher education ; Interdisciplinary Approach ; Interdisciplinary approach (Education) ; Interdisciplinary approach in education ; Interdisciplinary research ; Learning ; Literary criticism ; Methods ; Ohio ; Rubrics (Education) ; School prose ; Scoring Rubrics ; Sociobiology ; Students' writings ; Test Construction ; Writing ; Writing Instruction ; Writing tests</subject><ispartof>The Journal of higher education (Columbus), 2009-05, Vol.80 (3), p.334-353</ispartof><rights>Copyright 2009 The Ohio State University 2009</rights><rights>Copyright 2009 The Ohio State University</rights><rights>COPYRIGHT 2009 Ohio State University Press</rights><rights>Copyright Ohio State University Press May/Jun 2009</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c524t-71dce93e90e4cdb7f7627f3f13afe61e12f44611f00593ebc15e83198609fa093</citedby><cites>FETCH-LOGICAL-c524t-71dce93e90e4cdb7f7627f3f13afe61e12f44611f00593ebc15e83198609fa093</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/25511112$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/25511112$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,778,782,801,27907,27908,58000,58233</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ842002$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Mansilla, Veronica Boix</creatorcontrib><creatorcontrib>Duraisingh, Elizabeth Dawes</creatorcontrib><creatorcontrib>Wolfe, Christopher R.</creatorcontrib><creatorcontrib>Haynes, Carolyn</creatorcontrib><title>Targeted Assessment Rubric: An Empirically Grounded Rubric for Interdisciplinary Writing</title><title>The Journal of higher education (Columbus)</title><addtitle>Journal of Higher Education</addtitle><description>A rubric to assess interdisciplinary writing was developed and tested through analysis of 84 pieces of freshmen, sophomore, and senior college student work. Four levels of interdisciplinary understanding are described across 4 dimensions of interdisciplinary work: (a) purposefulness, (b) disciplinary grounding, (c) integration, and (d) critical awareness.</description><subject>Academic Discourse</subject><subject>Academic grading</subject><subject>Apprenticeships</subject><subject>Basic writing</subject><subject>Classless societies</subject><subject>College Instruction</subject><subject>College students</subject><subject>Educational Assessment</subject><subject>Educational evaluation</subject><subject>Evaluation</subject><subject>Evaluation Methods</subject><subject>Higher education</subject><subject>Interdisciplinary Approach</subject><subject>Interdisciplinary approach (Education)</subject><subject>Interdisciplinary approach in education</subject><subject>Interdisciplinary research</subject><subject>Learning</subject><subject>Literary criticism</subject><subject>Methods</subject><subject>Ohio</subject><subject>Rubrics (Education)</subject><subject>School prose</subject><subject>Scoring Rubrics</subject><subject>Sociobiology</subject><subject>Students' writings</subject><subject>Test Construction</subject><subject>Writing</subject><subject>Writing Instruction</subject><subject>Writing tests</subject><issn>0022-1546</issn><issn>1538-4640</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2009</creationdate><recordtype>article</recordtype><recordid>eNqNkl2L1DAUhosoOK7-A5WiV150zEfTD-_KMI4jgwu6onchk56UDG0ym6To_HtTurswMKgnFwl5nzc5nHOS5DVGS4wq9B4hQjDLiyVBqF5iXJY1wsWjZIEZrbK8yNHjZDFB2UQ9TZ55f0AxMGaL5OeNcB0EaNPGe_B-ABPSr-PeafkhbUy6Ho46nkXfn9KNs6NpIzrrqbIu3ZoArtVe6mOvjXCn9IfTQZvuefJEid7Di7v9Kvn-cX2z-pTtrjfbVbPLJCN5yErcSqgp1Ahy2e5LVRakVFRhKhQUGDBReV5grBBiEdtLzKCiuK4KVCuBanqVvJnfPTp7O4IP_GBHZ-KXnCBGc1wVE_R2hjrRA9dG2eCEHGLavCGIkpwWrIpUdoHqwIATvTWgdLw-45cX-LhaGLS8aHh3ZohMgN-hE6P3fPvty3-z1Wb3t8TvWGn7Hjrgsd6r63O-mHnprPcOFD86PcTmcYz4NFP8fqb4NFP8fqai8eVshNj_B9P6c5VHjkT51SwffLDuQSeM4RiT3sz6VCs3iF_W9S0P4tRbp5wwUntO_5HCH41n4Fg</recordid><startdate>20090501</startdate><enddate>20090501</enddate><creator>Mansilla, Veronica Boix</creator><creator>Duraisingh, Elizabeth Dawes</creator><creator>Wolfe, Christopher R.</creator><creator>Haynes, Carolyn</creator><general>Taylor & Francis</general><general>The Ohio State University Press</general><general>Ohio State University Press</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8GL</scope><scope>ISN</scope></search><sort><creationdate>20090501</creationdate><title>Targeted Assessment Rubric: An Empirically Grounded Rubric for Interdisciplinary Writing</title><author>Mansilla, Veronica Boix ; Duraisingh, Elizabeth Dawes ; Wolfe, Christopher R. ; Haynes, Carolyn</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c524t-71dce93e90e4cdb7f7627f3f13afe61e12f44611f00593ebc15e83198609fa093</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2009</creationdate><topic>Academic Discourse</topic><topic>Academic grading</topic><topic>Apprenticeships</topic><topic>Basic writing</topic><topic>Classless societies</topic><topic>College Instruction</topic><topic>College students</topic><topic>Educational Assessment</topic><topic>Educational evaluation</topic><topic>Evaluation</topic><topic>Evaluation Methods</topic><topic>Higher education</topic><topic>Interdisciplinary Approach</topic><topic>Interdisciplinary approach (Education)</topic><topic>Interdisciplinary approach in education</topic><topic>Interdisciplinary research</topic><topic>Learning</topic><topic>Literary criticism</topic><topic>Methods</topic><topic>Ohio</topic><topic>Rubrics (Education)</topic><topic>School prose</topic><topic>Scoring Rubrics</topic><topic>Sociobiology</topic><topic>Students' writings</topic><topic>Test Construction</topic><topic>Writing</topic><topic>Writing Instruction</topic><topic>Writing tests</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Mansilla, Veronica Boix</creatorcontrib><creatorcontrib>Duraisingh, Elizabeth Dawes</creatorcontrib><creatorcontrib>Wolfe, Christopher R.</creatorcontrib><creatorcontrib>Haynes, Carolyn</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Gale In Context: High School</collection><collection>Gale In Context: Canada</collection><jtitle>The Journal of higher education (Columbus)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Mansilla, Veronica Boix</au><au>Duraisingh, Elizabeth Dawes</au><au>Wolfe, Christopher R.</au><au>Haynes, Carolyn</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ842002</ericid><atitle>Targeted Assessment Rubric: An Empirically Grounded Rubric for Interdisciplinary Writing</atitle><jtitle>The Journal of higher education (Columbus)</jtitle><addtitle>Journal of Higher Education</addtitle><date>2009-05-01</date><risdate>2009</risdate><volume>80</volume><issue>3</issue><spage>334</spage><epage>353</epage><pages>334-353</pages><issn>0022-1546</issn><eissn>1538-4640</eissn><coden>JHIEAW</coden><abstract>A rubric to assess interdisciplinary writing was developed and tested through analysis of 84 pieces of freshmen, sophomore, and senior college student work. Four levels of interdisciplinary understanding are described across 4 dimensions of interdisciplinary work: (a) purposefulness, (b) disciplinary grounding, (c) integration, and (d) critical awareness.</abstract><cop>Columbus</cop><pub>Taylor & Francis</pub><doi>10.1080/00221546.2009.11779016</doi><tpages>20</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0022-1546 |
| ispartof | The Journal of higher education (Columbus), 2009-05, Vol.80 (3), p.334-353 |
| issn | 0022-1546 1538-4640 |
| language | eng |
| recordid | cdi_gale_infotracmisc_A203243658 |
| source | Jstor Complete Legacy; Education Source (EBSCOhost) |
| subjects | Academic Discourse Academic grading Apprenticeships Basic writing Classless societies College Instruction College students Educational Assessment Educational evaluation Evaluation Evaluation Methods Higher education Interdisciplinary Approach Interdisciplinary approach (Education) Interdisciplinary approach in education Interdisciplinary research Learning Literary criticism Methods Ohio Rubrics (Education) School prose Scoring Rubrics Sociobiology Students' writings Test Construction Writing Writing Instruction Writing tests |
| title | Targeted Assessment Rubric: An Empirically Grounded Rubric for Interdisciplinary Writing |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-17T07%3A13%3A14IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Targeted%20Assessment%20Rubric:%20An%20Empirically%20Grounded%20Rubric%20for%20Interdisciplinary%20Writing&rft.jtitle=The%20Journal%20of%20higher%20education%20(Columbus)&rft.au=Mansilla,%20Veronica%20Boix&rft.date=2009-05-01&rft.volume=80&rft.issue=3&rft.spage=334&rft.epage=353&rft.pages=334-353&rft.issn=0022-1546&rft.eissn=1538-4640&rft.coden=JHIEAW&rft_id=info:doi/10.1080/00221546.2009.11779016&rft_dat=%3Cgale_cross%3EA203243658%3C/gale_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=205341869&rft_id=info:pmid/&rft_galeid=A203243658&rft_ericid=EJ842002&rft_jstor_id=25511112&rfr_iscdi=true |