Kjetil Egelandsdal
Biographic Data
| ID | 8901514 |
|---|---|
| NAME | Kjetil Egelandsdal |
| GIVEN NAMES | Kjetil |
| FAMILY NAME | Egelandsdal |
| SIGNATURE | EGELANDSDAL K |
| AFFILIATIONS | University of Bergen |
| ORCID | 0000-0003-2301-4563 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Making evaluative legal judgements
This study examines second-year law students’ experiences of evaluating administrative decisions across two successive course implementations. In 2023 (N=250), students were randomly assigned to either an Independent Scoring Format (ISF), where they rated individual decisions, or Comparative Judgement (CJ), where they compared pairs of decisions. Post-activity survey data, including open-ended responses, were analysed for both groups. In 2024 (N=…
Beyond reliability
Introduction Adaptive Comparative Judgment (ACJ) has been promoted as a promising alternative to criteria-based grading, yet evidence of its performance in high-stakes, text-intensive higher-education contexts remains limited. This study examines the applicability of ACJ as a grading method for complex, text-based assessments in higher education. Method: ACJ was applied post hoc to examination papers from two third-year law courses at a Norwegian…
Exploring the practical feasibility of adaptive comparative judgment as a summative assessment method
This study explores the practical feasibility of Adaptive Comparative Judgment (ACJ) as a summative assessment method in legal education, focusing on a Property and Intellectual Property Law course at a Norwegian university. Eight examiners assessed 300 student responses using ACJ within traditional time constraints, performing pairwise comparisons to rank submissions by quality. Findings reveal that examiners completed fewer comparisons than req…
Using learning analytics to understand student perceptions of peer feedback
Peer assessment (PA) is the process of students grading and giving feedback to each other's work. Learning analytics is a field focused on analysing educational data to understand and improve learning processes. Using learning analytics on PA data has the potential to gain new insights into the feedback giving/receiving process. This exploratory study focuses on backward evaluation, an under researched aspect of peer assessment, where students re…
Never mind the gap
The notion of “closing the learning gap” is widely used in the conceptualisation of formative assessment. It builds on an unarticulated assumption that students' learning can and should be controlled towards predefined outcomes. This article discusses this control assumption in the light of the concept of the American philosopher John Dewey and the German philosopher Hans‐Georg Gadamer. Their conceptualisation challenges the idea of learning as a…
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Never mind the gap
The notion of “closing the learning gap” is widely used in the conceptualisation of formative assessment. It builds on an unarticulated assumption that students' learning can and should be controlled towards predefined outcomes. This article discusses this control assumption in the light of the concept of the American philosopher John Dewey and the German philosopher Hans‐Georg Gadamer. Their conceptualisation challenges the idea of learning as a…
Using learning analytics to understand student perceptions of peer feedback
Peer assessment (PA) is the process of students grading and giving feedback to each other's work. Learning analytics is a field focused on analysing educational data to understand and improve learning processes. Using learning analytics on PA data has the potential to gain new insights into the feedback giving/receiving process. This exploratory study focuses on backward evaluation, an under researched aspect of peer assessment, where students re…
Exploring the practical feasibility of adaptive comparative judgment as a summative assessment method
This study explores the practical feasibility of Adaptive Comparative Judgment (ACJ) as a summative assessment method in legal education, focusing on a Property and Intellectual Property Law course at a Norwegian university. Eight examiners assessed 300 student responses using ACJ within traditional time constraints, performing pairwise comparisons to rank submissions by quality. Findings reveal that examiners completed fewer comparisons than req…
Making evaluative legal judgements
This study examines second-year law students’ experiences of evaluating administrative decisions across two successive course implementations. In 2023 (N=250), students were randomly assigned to either an Independent Scoring Format (ISF), where they rated individual decisions, or Comparative Judgement (CJ), where they compared pairs of decisions. Post-activity survey data, including open-ended responses, were analysed for both groups. In 2024 (N=…
Beyond reliability
Introduction Adaptive Comparative Judgment (ACJ) has been promoted as a promising alternative to criteria-based grading, yet evidence of its performance in high-stakes, text-intensive higher-education contexts remains limited. This study examines the applicability of ACJ as a grading method for complex, text-based assessments in higher education. Method: ACJ was applied post hoc to examination papers from two third-year law courses at a Norwegian…
Student Assessment and Feedback (4 works) · Computer Science (3 works) · Formative assessment (3 works) · Mathematics education (3 works) · Psychology (3 works) · Pedagogy (2 works) · Analytics (1 work) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work) · Big data (1 work)