The authors examine how learning objectives were implemented in a studyprogram named “Bachelor of Scandinavian language and literature” at theNorwegian University of Science and Technology (NTNU). One of the authorsplayed a crucial role in this process, thereby obtaining insights into attitudesand practices of the faculty involved. The focus of the article is on establishedwriting and oral presentation skill requirements in the study program. Weexamine the extent to which these requirements were communicated to thestudents, and how learning objectives were transformed into teaching andlearning structures, in assignments and exams. This study confirms the lack of a solid shared practice for implementing and utilizing learning objectives.Moreover, there is clearly a need for guiding principles displaying howlearning objectives may be used at course level. Much work still remainsbefore the aforementioned established language and presentation skills areeffectively implemented into the study program, including greater relativeemphasis in exams and as guidelines for grading.
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