This study was conducted to develop and validate writing tasks and a scoring rubric to measure college students’ global understanding. Global understanding in this study was conceptualized as the ability to conduct a multi-perspective analysis of global issues while being aware of interdependence in global communities. A short writing task prompted students to analyze a real-world global issue on either of two broad topic areas, one socio-cultural and the other techno-ecological, and to present their own perspective. Writings from 340 college students were assessed by 11 graders based on a checklist-type rubric of two scoring dimensions-global interdependence awareness and multi-perspective analytic ability. The results of a many-facet Rasch analysis showed the lowest-difficulty parameter in the dimension of global interdependence awareness was found to be ‘awareness in the importance of pursuing universal values’ while the highest in difficulty was ‘consideration of multiple perspectives.’ The item with the lowest-difficulty parameter in the multi-perspective analytic ability dimension was ‘whether to be capable of presenting own opinions,’ and the highest in the difficulty parameter was ‘whether to be able to evaluate own view in light of multiples perspectives.’ Scholarly and practical implications were discussed based on these results.