"Å framføre et velformulert resonnement" - Krav til språkføring og fremstilling i BA nordisk språk og litteratur
Journal article, Peer reviewed
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Original versionUNIPED (Tromsø) 2015, 38(3):229-246 10.18261/ISSN1893-8981-2015-03-06
The authors examine how learning objectives were implemented in a study program named “Bachelor of Scandinavian language and literature” at the Norwegian University of Science and Technology (NTNU). One of the authors played a crucial role in this process, thereby obtaining insights into attitudes and practices of the faculty involved. The focus of the article is on established writing and oral presentation skill requirements in the study program. We examine the extent to which these requirements were communicated to the students, and how learning objectives were transformed into teaching and learning 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 how learning objectives may be used at course level. Much work still remains before the aforementioned established language and presentation skills are effectively implemented into the study program, including greater relative emphasis in exams and as guidelines for grading.