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TLHE project 2025: Frederik Schade,
Department of Arts and Cultural Studies TLHE project 2025 ABSTRACT This project concerns
practices of re-interpreting and -negotiating intended learning outcomes (ILOs)
with students during academic courses. Existing theory on learning outcomes
stresses both the need for prediction, precision and clarity when formulating
ILOs while equally stressing possible tensions between predicted learning
outcomes and common understandings of “good” teaching practices (involving, for
instance, the cultivation of student engagement and teacher responsiveness).
Such tensions seem particularly crucial to courses aimed at research-based
teaching where student exams may be expected to involve measures of both
personal investment, creativity and originality. Based on teaching experience
from – and processual notes produced during – such a course, I present an
example of ILO re-interpretation and -negotiation as a basis for reflection on
such practices and their pedagogical value. Based on both the insights gleaned
from processual teaching notes and the formal outcomes of the course, the project
finds that while there are ultimately limitations to practices of
reinterpretation (related to the integrity of teaching and learning quality
assurance), partially renegotiating ILOs can be both possible and beneficial
under particular circumstances and to certain course types (i.e.,
student-driven and research-based teaching).