Rachelle Esterhazy

Associate Professor
Image of Rachelle Esterhazy
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

Teaching

  • Module in assessment and feedback, LINK
  • Fellesdelen for midlertidige ansatte, LINK
Tags: Education, Higher education

Publications

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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; Damsa, Crina I. & de Lange, Thomas (2021). University teachers’ enactment of feedback literacy during peer mentoring meetings .
  • Esterhazy, Rachelle; Damsa, Crina-Ioana & Nerland, Monika Bærøe (2021). Co-creation of knowledge objects in undergraduate education – a qualitative analytical approach .
  • Esterhazy, Rachelle; de Lange, Thomas & Damsa, Crina I. (2021). Performing teacher feedback literacy in peer mentoring meetings.
  • Esterhazy, Rachelle (2020). Productive feedback and student-active learning.
  • Esterhazy, Rachelle (2020). Practical Strategies for designing for productive feedback: principles, problems and practices.
  • 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.
  • Damsa, Crina I.; Esterhazy, Rachelle & Nerland, Monika (2019). Analyzing learning through co-creation of knowledge objects in software engineering education.
  • Esterhazy, Rachelle (2019). Studying productive feedback through a sociocultural lens.
  • Esterhazy, Rachelle; Fossland, Trine & Stalheim, Odd Rune (2019). What counts as quality feedback? Examining student and teacher perceptions.
  • Esterhazy, Rachelle; Nerland, Monika & Damsa, Crina I. (2019). Course designs that cater for productive feedback.
  • 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.
  • Esterhazy, Rachelle & Fiksen, Øyvind (2018). Portfolio assessment in biology: following a three-year design cycle.
  • Esterhazy, Rachelle (2018). Seeking and engaging with feedback: How students explore and co-construct disciplinary practices.
  • Esterhazy, Rachelle (2018). Studying effective feedback through a sociocultural lens: How can we account for the relational, processual and situated nature of feedback?
  • Esterhazy, Rachelle (2018). What matters for productive feedback?
  • Esterhazy, Rachelle & Hyytinen, Heidi (2017). Quality of Norwegian Higher Education project: Analysis of HowULearn data.
  • Esterhazy, Rachelle (2017). Sociocultural perspectives on feedback: How do they help us solve the feedback dilemma?
  • Esterhazy, Rachelle & Damsa, Crina I. (2017). Students’ interactional meaning-making of assessment feedback viewed through a sociocultural lens.
  • Esterhazy, Rachelle (2017). Emerging strategies for supporting student learning. A practical guide for librarians and educators. European Journal of Higher Education. ISSN 2156-8235.
  • Esterhazy, Rachelle & Damsa, Crina I. (2017). Unpacking the feedback process: An analysis of undergraduate students’ interactional meaning-making of feedback comments.
  • Esterhazy, Rachelle (2016). The role of social interaction for developing feedback literacy in higher education students - An observation study.
  • Esterhazy, Rachelle (2016). The role of social interaction for developing feedback literacy in higher education students.
  • 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.
  • Esterhazy, Rachelle (2015). Strategic Responses to the German Excellence Initiative - A case study of Berlin Humboldt University.
  • Esterhazy, Rachelle & Fumasoli, Tatiana (2015). Institutionalizing strategic behavior in higher education - The case of a German flagship university.
  • Esterhazy, Rachelle (2015). Feedback to students in higher education - A conceptual review.
  • Esterhazy, Rachelle (2015). Strategic responses to the Excellence Initiative.
  • Esterhazy, Rachelle & Hermansen, Hege (2019). «Flipped classroom» i praksis: Hvordan tilrettelegge for aktive læringsprosesser . Universitetet i Oslo, LINK Senter for læring og utdanning.
  • 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.
  • Esterhazy, Rachelle (2014). Strategic responses to the German Excellence Initiative - A casy study of Berlin Humboldt University. Universitetet i Oslo.

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Published Sep. 9, 2014 2:33 PM - Last modified Oct. 18, 2021 9:02 AM