Rachelle Esterhazy
Associate Professor

Norwegian version of this page
Phone
+47 22858113
Room
554
Available hours
By appointment
Username
Visiting address
Sem Sælands vei 7 Helga Engs hus 0317 OSLO
Postal address
Postboks 1092 Blindern 0317 OSLO
Educational background
- 2019 - Ph.D., Department of Education, University of Oslo, Norway
- 2014 - M.Phil. in Higher Education, University of Oslo, Norway
- 2010 - B.Sc. in Psychology, University of Konstanz, Germany
Employment history
- Since 2021 - Associate professor, Department of Education, University of Oslo, Norway
- 2019 - 2021 - Postdoctoral researcher, Department of Education, University of Oslo, Norway
- 2018 - 2019 - University lecturer, LINK Center for Learning, Innovation & Academic Development
- 2014 - 2018 - Research fellow/PhD candidate, Department of Education, University of Oslo, Norway
Other activities
- Co-coordinator of Special Interest Group 4 (Higher Education) at European Association for Research in Learning and Instruction (EARLI)
Academic Interests
- Feedback and assessment in higher education
- Pedagogical design
- Collegial approaches to academic development
- Learning Analytics
Current and former projects
- TeamLearn - Teamwork analytics for training collaborative problem solving in professional higher education
- "Students’ navigation of assessment environments: A mixed methods study" (Postdoctoral project, 2019-2023)
- PeTS; Faculty peer-tutoring in teaching and supervision - Innovation teacher collaboration practices in Norwegian higher education (Norwegian Research Council, 2018-2022)
- "Productive feedback practices in higher education" (PhD project, 2014-2019)
- Quality of Norwegian Higher Education: Pathways, Practices and Performances (Norwegian Research Council, 2014-2019)
Teaching
- Module in assessment and feedback, LINK
- Fellesdelen for midlertidige ansatte, LINK
Publications
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Oddli, Hanne Berit Weie; Heinonen, Erkki; Hau, Stephan; Nielsen, Jan; Esterhazy, Rachelle & Hoff, Cecilie Hillestad [Show all 7 contributors for this article] (2021). Learning Processes and Acquisition of Knowledge and Skills in Training and Supervision of Psychotherapy and Counselling: A Study Protocol for a Scoping Review. Frontiers in Psychology. ISSN 1664-1078. 12, p. 1–6. doi: 10.3389/fpsyg.2021.718314. Full text in Research Archive
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Esterhazy, Rachelle; de Lange, Thomas & Damsa, Crina I. (2021). Performing teacher feedback literacy in peer mentoring meetings. Assessment & Evaluation in Higher Education. ISSN 0260-2938. p. 1–14. doi: 10.1080/02602938.2021.1980768. Full text in Research Archive
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Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Sofie & Wittek, Anne Line (2021). Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development. Review of Educational Research. ISSN 0034-6543. 91(2), p. 237–271. doi: 10.3102/0034654321990721. Full text in Research Archive
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Esterhazy, Rachelle & Gijbels, David (2021). Widening the Methodological Lens on the Investigation of Diversity in the Transition to Higher Education: a Discussion. Frontline Learning Research. ISSN 2295-3159. 9(2). Full text in Research Archive
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Esterhazy, Rachelle; de Lange, Thomas; Wittek, Anne Line & Bastiansen, Siri Sofie Vasrud (2021). Kollegaveileding i høyere utdanning: Hva sier internasjonal forskning? In Wittek, Anne Line & de Lange, Thomas (Ed.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. p. 27–47.
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Damsa, Crina-Ioana; Muukkonen, Hanni; van Leeuwen, Anouschka; Gašević, Dragan; Janssen, Jeroen & Esterhazy, Rachelle [Show all 10 contributors for this article] (2021). Analyzing and Conceptualizing Collaborative Learning with Digital Knowledge Objects . Proceedings of the annual meeting of the ISSS. ISSN 1999-6918. p. 41–44.
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Esterhazy, Rachelle; de Lange, Thomas & Møystad, Anne (2021). How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions. Assessment in education: Principles, Policy & Practice. ISSN 0969-594X. doi: 10.1080/0969594X.2021.1902273. Full text in Research Archive
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Damsa, Crina-Ioana; Sutphen, Mary; Esterhazy, Rachelle; Solbrekke, Tone Dyrdal; Sugrue, Ciaran & McCune, Velda (2020). Academic hospitality as a frame for interdisciplinary learning. In Gresalfi, Melissa & Horn, I. (Ed.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2. Nashville, Tennessee: International Society of the Learning Sciences.. International Society of the Learning Sciences. ISSN 978-1-7324672-6-2. p. 1084–1094.
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Esterhazy, Rachelle; Fossland, Trine & Stalheim, Odd Rune (2020). What Counts as Quality Feedback? Disciplinary Differences in Students’ and Teachers’ Perceptions of Feedback. In Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Ed.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. p. 155–174. doi: https%3A/doi.org/10.1007/978-3-030-41757-4_9. Full text in Research Archive
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Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Designing for productive feedback: an analysis of two undergraduate courses in biology and engineering. Teaching in Higher Education. ISSN 1356-2517. doi: 10.1080/13562517.2019.1686699. Full text in Research Archive
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Pitt, Edd; Bearman, Margaret & Esterhazy, Rachelle (2019). The conundrum of low achievement and feedback for learning. Assessment & Evaluation in Higher Education. ISSN 0260-2938. doi: 10.1080/02602938.2019.1630363.
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Esterhazy, Rachelle (2019). Re-conceptualizing Feedback Through a Sociocultural Lens. In Henderson, Michael G.; Ajjawi, Rola; Boud, David & Molloy, Elizabeth (Ed.), The Impact of Feedback in Higher Education. Palgrave Macmillan. ISSN 978-3-030-25111-6. p. 67–82. doi: https%3A/doi.org/10.1007/978-3-030-25112-3_5.
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Esterhazy, Rachelle & Fiksen, Øyvind (2019). Evolution of a portfolio-based design in ecology: a three-year design cycle. UNIPED. ISSN 1500-4538. 42(1), p. 60–73. doi: 10.18261/issn.1893-8981-2019-01-05. Full text in Research Archive
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Esterhazy, Rachelle (2018). What matters for productive feedback? Disciplinary practices and their relational dynamics. Assessment & Evaluation in Higher Education. ISSN 0260-2938. 43(8), p. 1302–1314. doi: 10.1080/02602938.2018.1463353. Full text in Research Archive
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Esterhazy, Rachelle (2018). Organizational Change in Response to the German Excellence Initiative: A Case Study of Humboldt University of Berlin. In Bloch, Roland; Mitterle, Alexander; Paradeise, Catherine & Peter, Tobias (Ed.), Universities and the Production of Elites. Discourses, Policies, and Strategies of Excellence and Stratification in Higher Education. Palgrave Macmillan. ISSN 978-3-319-53969-0. p. 201–223. doi: 10.1007/978-3-319-53970-6_9.
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Esterhazy, Rachelle & Damsa, Crina I. (2017). Unpacking the feedback process: an analysis of undergraduate students’ interactional meaningmaking of feedback comments. Studies in Higher Education. ISSN 0307-5079. 44(2), p. 260–274. doi: 10.1080/03075079.2017.1359249. Full text in Research Archive
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Braun, Edith; Esterhazy, Rachelle & Kordts-Freudinger, Robert (2021). Research on Teaching and Learning in Higher Education. Waxmann Verlag. ISBN 978-3-8309-4026-5. 170 p.
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Esterhazy, Rachelle; de Lange, Thomas & Damsa, Crina I. (2021). Performing teacher feedback literacy in peer mentoring meetings.
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Esterhazy, Rachelle; Damsa, Crina I. & de Lange, Thomas (2021). University teachers’ enactment of feedback literacy during peer mentoring meetings .
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Esterhazy, Rachelle; Damsa, Crina-Ioana & Nerland, Monika Bærøe (2021). Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach .
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Esterhazy, Rachelle (2020). Practical Strategies for designing for productive feedback: principles, problems and practices.
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Esterhazy, Rachelle (2020). Productive feedback and student-active learning.
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Damsa, Crina I.; Esterhazy, Rachelle & Nerland, Monika (2019). Analyzing learning through co-creation of knowledge objects in software engineering education.
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Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Siri Sofie Vasrud & Wittek, Anne Line (2019). Conceptualising peer review of teaching in higher education—a framework synthesis approach. Show summary
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Esterhazy, Rachelle (2019). Studying productive feedback through a sociocultural lens.
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Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Course designs that cater for productive feedback.
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Esterhazy, Rachelle; Fossland, Trine & Stalheim, Odd Rune (2019). What counts as quality feedback? Examining student and teacher perceptions.
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Esterhazy, Rachelle (2018). Studying effective feedback through a sociocultural lens: How can we account for the relational, processual and situated nature of feedback?
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Esterhazy, Rachelle (2018). What matters for productive feedback?
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Esterhazy, Rachelle & Fiksen, Øyvind (2018). Portfolio assessment in biology: following a three-year design cycle.
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Esterhazy, Rachelle (2018). Seeking and engaging with feedback: How students explore and co-construct disciplinary practices.
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Esterhazy, Rachelle (2018). Portfolio assessment in an undergraduate course in ecology. In Nerland, Monika & Prøitz, Tine Sophie (Ed.), Pathways to quality in higher education : Case studies of educational practices in eight courses. Nordic Institute for Studies in Innovation, Research and Education (NIFU). ISSN 978-82-327-0319-7. p. 58–78. Show summary
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Esterhazy, Rachelle & Hyytinen, Heidi (2017). Quality of Norwegian Higher Education project: Analysis of HowULearn data.
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Esterhazy, Rachelle & Damsa, Crina I. (2017). Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments.
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Esterhazy, Rachelle (2017). Sociocultural perspectives on feedback: How do they help us solve the feedback dilemma?
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Esterhazy, Rachelle & Damsa, Crina I. (2017). Students’ interactional meaning-making of assessment feedback viewed through a sociocultural lens.
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Esterhazy, Rachelle (2017). Emerging strategies for supporting student learning. A practical guide for librarians and educators. European Journal of Higher Education. ISSN 2156-8235.
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Esterhazy, Rachelle & Jungblut, Jens Patrick Wilhelm (2016). „When I write my master’s thesis“ – The formation of higher education researchers and professionals through the Oslo higher education master’s programs. In Cloete, Nico; Goedegebuure, Leo; Gornitzka, Åse; Jungblut, Jens Patrick Wilhelm & Stensaker, Bjørn (Ed.), Pathways through higher education research: A festschrift in honour of Peter Maassen. Department of Education, University of Oslo. ISSN 978-82-569-7044-5. p. 129–136.
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Esterhazy, Rachelle (2016). The role of social interaction for developing feedback literacy in higher education students - An observation study.
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Esterhazy, Rachelle (2016). The role of social interaction for developing feedback literacy in higher education students.
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Esterhazy, Rachelle (2015). Strategic responses to the Excellence Initiative.
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Esterhazy, Rachelle (2015). Feedback to students in higher education - A conceptual review.
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Esterhazy, Rachelle & Fumasoli, Tatiana (2015). Institutionalizing strategic behavior in higher education - The case of a German flagship university.
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Esterhazy, Rachelle (2015). Strategic Responses to the German Excellence Initiative - A case study of Berlin Humboldt University.
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Esterhazy, Rachelle & Hermansen, Hege (2019). «Flipped classroom» i praksis: Hvordan tilrettelegge for aktive læringsprosesser . Universitetet i Oslo, LINK Senter for læring og utdanning.
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Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Productive feedback practices in higher education. Investigating social and epistemic relations in two undergraduate courses (PhD thesis). Universitetet i Oslo. Full text in Research Archive
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Damsa, Crina I.; de Lange, Thomas; Elken, Mari; Esterhazy, Rachelle; Fossland, Trine & Frølich, Nicoline [Show all 15 contributors for this article] (2015). Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 978-82-327-0127-8.
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Esterhazy, Rachelle (2014). Strategic responses to the German Excellence Initiative - A casy study of Berlin Humboldt University. Universitetet i Oslo.
Published Sep. 9, 2014 2:33 PM
- Last modified Feb. 3, 2022 9:12 AM