Dr Therese N. Hopfenbeck

Therese N. Hopfenbeck is Director and Lecturer in Educational Assessment at the Oxford University Centre for Educational Assessment.

Before coming to OUCEA, Therese held a post-doctoral position at the Oslo University’s research group for Measurement and Evaluation of Student Achievement at the Unit for Quantitative Analysis of Education.

Originally a secondary school teacher with many years experience in the classroom, Therese has also worked as school district supervisor and as a consultant for the Norwegian Directorate for Education and Training regarding the development and evaluation of national exams.

Therese has a presence on LinkedIn, ResearchGate, Academia.edu and Twitter: @TNHopfenbeck.

Books

  • Hopfenbeck, TN (2014) From Political Decisions to Change in the Classroom: Successful Implementation of Education Policy. CIDREE Yearbook 2014. CIDREE: Consortium of Institutions for Development and Research in Education in Europe.

  • Hopfenbeck, TN (2014) Strategier for læring - om selvregulering, vurdering og god undervisning. Oslo: Universitetsforlaget.

Book chapters

  • Baird, J, Hopfenbeck, TN (2016) “Curriculum in the Twenty-First Century and the Future of Examinations”, In: D Wyse, L Hayward, J Pandya (eds.) The SAGE Handbook of Curriculum, Pedagogy and Assessment. London: SAGE. 821-837

  • Hopfenbeck, TN (2014) “Testing Times: Fra PISA til nasjonale prover. Intensjoner, ansvar og anvendelse (Testing Times: From PISA to national tests. Intentions, accountability and applications.)”, In: JH Stray, L Wittek (eds.) Pedagogikk, en grunnbok. Cappelen Damm Akademisk. 401-419

  • Lillejord, S, Hopfenbeck, TN (2013) “Vurdering og læring i skolen”, In: S Lillejord, T Manger, T Nordahl (eds.) Livet i skolen 2: Grunnbok i pedagogikk og elevkunnskap. Lærerprofesjonalitet. Fagbokforlaget. 231-259

  • Hopfenbeck, TN (2013) “What did you learn in school today?”, In: J Hattie, TS Wille, M Hermansen, TN Hopfenbeck, C Madsen, P Kirkegaard, H Bjerresgaard, CE Weinstein, I Bråten, R Andreassen (eds.) Feedback og vurdering for laering.

  • Hopfenbeck, TN (2012) “Strategier for laering. Om selvregulering og strategimaalinger i PISA (Strategies for learning. Self-regulating and strategy measuring in PISA)”, In: TN Hopfenbeck, M Kjaernsli, RV Olsen (eds.) Kvalitet i norsk skole. Internasjonale og nasjonale undersokelser av laeringsutbytte og undervisning. (Quality in the Norwegian school. International and national tests of learning outcomes and teaching). Oslo: Universitetsforlaget.

  • Eklof, H, Hopfenbeck, TN, Kjaernsli, M (2012) “Hva vet vi om elevers testmotivasjon? Erfaringer fra internasjonale og nasjonale undersokelser i Norge og Sverige (What do we know about students’ test motivation? Experiences of international and national tests in Norway and Sweden)”, In: TN Hopfenbeck, M Kjaernsli, RV Olsen (eds.) Kvalitet i norsk skole. Internasjonale og nasjonale undersokelser av laeringsutbytte og undervisning. (Quality in the Norwegian school. International and national tests of learning outcomes and teaching). Oslo: Universitetsforlaget.

  • Olsen, RV, Hopfenbeck, TN, Lillejord, S, Roe, A (2012) Elevenes læringssituasjon etter innføringen av ny reform: Synteserapport fra evalueringen av Kunnskapsløftet. Oslo: Acta Didactica.

  • Hopfenbeck, TN, Roe, A (2010) “Lese og læringsstrategier”, In: I Kjærnsli, A Roe (eds.) På rett spor, Norske elevers kompetanser i lesing, matematikk og naturfag I PISA 2009. Oslo: Universitetsforlaget.

  • Hopfenbeck, TN, Kjærnsli, M (2010) “Er norske elever motivert for å gjennomføre PISA-prøven?”, In: M Kjærnsli, A Roe (eds.) På rett spor, Norske elevers kompetanser i lesing, matematikk og naturfag I PISA 2009. Oslo: Universitetsforlaget.

  • Hopfenbeck, TN (2010) “Elevstemmer fra PISA 2006”, In: E Elstad, K Sivesind (eds.) PISA- sannheten om skolen?. Oslo: Universitetsforlaget.

  • Hopfenbeck, TN (2007) Læringsstrategier i PISA. I “Tid for Tunge Løft? Norske elevers kompetanse i naturfag, lesing og matematikk i PISA 2006". Oslo: Universitetsforlaget.

  • Hopfenbeck, TN (2006) “What did you learn in School Today?”, In: I Elstad, A Turmo (eds.) Læringsstrategier, Søkelys på læreres praksis. Oslo: Universitetsforlaget.

  • Hopfenbeck, TN, Turmo, A (2006) “Learning Strategies and Mathematical Achievement in the Nordic Countries”, In: J Mejding, A Roe (eds.) Northern Lights on PISA 2003 – a reflection from the Nordic countries. Copenhagen: Nordic Council of Ministers.

  • Hopfenbeck, TN, Kjærnsli, M “Rektorenes svar på spørsmål i skolespørreskjemaet”, In: M Kjærnsli, A Roe (eds.) På rett spor, Norske elevers kompetanser i lesing, matematikk og naturfag I PISA 2009. Oslo: Universitetsforlaget.

Journal articles

  • Hopfenbeck, TN, Lenkeit, J, El Masri, Y, Cantrell, K, Ryan, J, Baird, J-A (2018) “Lessons Learned from PISA: A Systematic Review of Peer-Reviewed Articles on the Programme for International Student Assessment”, SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH. 62(3) 333-353.
    DOI: http://doi.org/10.1080/00313831.2016.1258726

  • Baird, JA, Andrich, D, Hopfenbeck, TN, Stobart, G (2017) “Metrology of education”, Assessment in Education: Principles, Policy and Practice. 24(3) 463-470.
    DOI: http://doi.org/10.1080/0969594X.2017.1337628

  • Elwood, J, Hopfenbeck, T, Baird, J-A (2017) “Predictability in high-stakes examinations: students' perspectives on a perennial assessment dilemma”, RESEARCH PAPERS IN EDUCATION. 32(1) 1-17.
    DOI: http://doi.org/10.1080/02671522.2015.1086015

  • Hopfenbeck, TN (2017) “Balancing the challenges of high-stakes testing, accountability and students’ well-being”, Assessment in Education: Principles, Policy and Practice. 24(1) 1-3.
    DOI: http://doi.org/10.1080/0969594X.2016.1277068

  • Baird, JA, Andrich, D, Hopfenbeck, TN, Stobart, G (2017) “Assessment and learning: fields apart?”, Assessment in Education: Principles, Policy and Practice. 24(3) 317-350.
    DOI: http://doi.org/10.1080/0969594X.2017.1319337

  • Hopfenbeck, TN, Goergen, K (2017) “The politics of PISA: The media, policy and public responses in Norway and England”, EUROPEAN JOURNAL OF EDUCATION. 52(2) 192-205.
    DOI: http://doi.org/10.1111/ejed.12219

  • Hopfenbeck, TN (2016) “Editorial”, Assessment in Education: Principles, Policy and Practice. 23(3) 323-326.
    DOI: http://doi.org/10.1080/0969594X.2016.1217701

  • Hopfenbeck, TN, Kjærnsli, M (2016) “Students’ test motivation in PISA: the case of Norway”, Curriculum Journal. 27(3) 406-422.
    DOI: http://doi.org/10.1080/09585176.2016.1156004

  • Baird, J-A, Johnson, S, Hopfenbeck, TN, Isaacs, T, Sprague, T, Stobart, G, Yu, G (2016) “On the supranational spell of PISA in policy”, EDUCATIONAL RESEARCH. 58(2) 121-138.
    DOI: http://doi.org/10.1080/00131881.2016.1165410

  • Hopfenbeck, TN (2016) “The power of PISA – limitations and possibilities for educational research”, Assessment in Education: Principles, Policy and Practice. 23(4) 423-426.
    DOI: http://doi.org/10.1080/0969594X.2016.1247518

  • Baird, J-A, Caro, DH, Hopfenbeck, TN (2016) “Student perceptions of predictability of examination requirements and relationship with outcomes in high-stakes tests in Ireland”, IRISH EDUCATIONAL STUDIES. 35(4) 361-379.
    DOI: http://doi.org/10.1080/03323315.2016.1227719

  • Hopfenbeck, TN, Flórez Petour, MT, Tolo, A (2015) “Balancing tensions in educational policy reforms: large-scale implementation of Assessment for Learning in Norway”, Assessment in Education: Principles, Policy and Practice. 22(1) 44-60.
    DOI: http://doi.org/10.1080/0969594X.2014.996524

  • Hopfenbeck, TN (2015) “Lead Editors’ editorial introduction”, Assessment in Education: Principles, Policy and Practice. 22(2) 179-181.
    DOI: http://doi.org/10.1080/0969594X.2015.1021655

  • Hopfenbeck, TN, Stobart, G (2015) “Large-scale implementation of Assessment for Learning”, Assessment in Education: Principles, Policy and Practice. 22(1) 1-2.
    DOI: http://doi.org/10.1080/0969594X.2014.1001566

  • Hopfenbeck, TN (2015) “On test development and accuracy in self-assessment”, Assessment in Education: Principles, Policy and Practice. 22(4) 393-396.
    DOI: http://doi.org/10.1080/0969594X.2015.1084835

  • Lenkeit, J, Chan, J, Hopfenbeck, TN, Baird, J-A (2015) “A review of the representation of PIRLS related research in scientific journals”, EDUCATIONAL RESEARCH REVIEW. 16 102-115.
    DOI: http://doi.org/10.1016/j.edurev.2015.10.002

  • Hopfenbeck, TN (2015) “Formative assessment, grading and teacher judgement in times of change”, Assessment in Education: Principles, Policy and Practice. 22(3) 299-301.
    DOI: http://doi.org/10.1080/0969594X.2015.1050261

  • Hopfenbeck, TN (2014) “PISA, power and policy - the emergence of global educational governance (Oxford Studies in Comparative Education)”, JOURNAL OF EDUCATION FOR TEACHING. 40(4) 439-442.
    DOI: http://doi.org/10.1080/02607476.2014.917526

  • Hopfenbeck, TN (2013) “Students' voice, aspirations, and perspectives: international reflections and comparisons”, London Review of Education. 11(2) 179-183.
    DOI: http://doi.org/10.1080/14748460.2013.799813

  • Hopfenbeck, TN, Olsen, RV, Lillejord, S (2013) “Elevenes læringssituasjon etter Kunnskapsløftet  (Students’ learning situations after the ‘knowledge promotion’ reform)”, Norsk pedagogisk tidsskrift. 355-369.

  • Hopfenbeck, TN, Throndsen, I, Lie, S, Dale, EL (2012) “Assessment with distinctly defined criteria: A research study of a national project”, Policy Futures in Education. 10(4) 421-433.
    DOI: http://doi.org/10.2304/pfie.2012.10.4.421

  • Hopfenbeck, TN (2012) “The Role and Value of International Datasets and Comparisons in Education Research, Guest Editorial in International Datasets and Comparisons in Education”, Research IntelligenceTN Hopfenbeck (ed.) .

  • Oancea, A, Hopfenbeck, TN (2012) “International Datasets and Comparisons in Education”, Research IntelligenceTN Hopfenbeck, A Oancea (eds.) . (119)

  • Hopfenbeck, TN (2011) “Fostering self-regulated learners in a community of quality assessment practices”, CADMO. 19(1) 7-+.

  • Hopfenbeck, TN, Maul, A (2011) “Examining evidence for the validity of PISA learning strategy scales based on student response processes”, International Journal of Testing. 11(2) 95-121.
    DOI: http://doi.org/10.1080/15305058.2010.529977

Reports

  • Elliott, VF, Baird, J-A, Hopfenbeck, TN, Ingram, J, Thompson, I, Usher, N, Zantout, M, Richardson, J, Coleman, R (2016) A marked improvement? A review of the evidence on written marking. Education Endowment Foundation.

  • Baird, J, Hopfenbeck, TN, Elwood, J, Caro, D, Ahmed, A (2015) Predictability in the Irish Leaving Certificate. Oxford and Belfast: Oxford University and Queen's University, Belfast.

  • Elwood, J, Barrance, R, Hopfenbeck, TN, Baird, J, Ryan, J, Paget, C, Brown, C, O’Boyle, A (2015) Predictability in the Irish Leaving Certificate Examination Working Paper 4: Teachers’ and Students’ Perspectives. Oxford and Belfast: University of Oxford and Queen's University, Belfast.

  • Baird, J, Hopfenbeck, TN, Ahmed, A, Elwood, J, Paget, C, Usher, N (2015) Predictability in the Irish Leaving Certificate Examination Working Paper 1: Review of the Literature. Oxford and Belfast: Oxford University and Queen's University Belfast.

  • Baird, J, Hopfenbeck, T, Newton, P, Stobart, G, Steen-Utheim, A (2014) State of the field review: Assessment and Learning..

  • Baird, J, Hopfenbeck, TN, Newton, P, Stobart, G, Steen-Utheim, A (2014) “State of the Field Review: Assessment and Learning”, In: Report for the Norwegian Knowledge Centre for Education.

  • Hopfenbeck, TN, Tolo, A, Florenz, T, El Masri, Y (2013) “Balancing trust and accountability? The Assessment for Learning Programme in Norway”, In: Report for OECD.

  • Baird, J-A, Ahmed, A, Hopfenbeck, T, Brown, C, Elliott, V (2013) Research evidence relating to proposals for reform of the GCSE. Oxford: Oxford University Centre for Educational Assessment.

  • Throndsen, I, Hopfenbeck, TN, Lie, S, Dale, EL (2009) Bedre vurderingspraksis. Evaluering av prosjektet kjennetegn for måloppnåelse. (Better Assessment Practice. An Evaluation of a project to improve and develop assessment criteria in Norwegian schools.).

  • Hopfenbeck, TN, Lie, S, Ibsen, E (2005) “Nasjonale prøver på ny prøve: Rapport fra en utvalgsundersøkelse for å analysere og vurdere kvaliteten på oppgaver og resultater til nasjonale prøver våren 2005”, In: An evaluation of the national tests in Norway, 2005. Oslo: University of Oslo.

  • Hopfenbeck, TN, Hellekjaer, GO CLIL og lesing. En sammenligning av Vg3-elevers leseferdigheter og lesestrategibruk I 2002 og 2011. Report to the Norwegian Centre for Foreign Languages in Education, investigating students’ reading comprehension at the age of 18, comparing IB, CLIL and ordinary ESL students in Upper Secondary Schools..

Category

  • Department staff

Position

  • Associate Professor in Educational Assessment
  • Director, Centre for Educational Assessment

Research groups

  • OUCEA

01865 274017

Publications, books and other work