Tolo, A, Lillejord, S, Florez Petour, MT, Hopfenbeck, TN (2020) “Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning”, JOURNAL OF EDUCATIONAL CHANGE. 21(1) 59-82.
DOI: http://doi.org/10.1007/s10833-019-09359-x
DOUBLE, KIT, MCGRANE, J, Stiff, J, HOPFENBECK, T (2019) “The importance of early phonics improvements for predicting later reading comprehension”, British Educational Research Journal.
DOI: http://doi.org/10.1002/berj.3559
Hopfenbeck, TN (2019) “Assessment literacy across contexts and competencies”, ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE. 26(2) 119-122.
DOI: http://doi.org/10.1080/0969594X.2019.1601357
Hopfenbeck, TN (2018) “‘Assessors for learning’: understanding teachers in contexts”, ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE. 25(5) 439-441.
DOI: http://doi.org/10.1080/0969594x.2018.1528684
BAIRD, J, Andrich, D, Hopfenbeck, TN, Stobart, G (2017) “Assessment and learning: Fields apart?”, Assessment in Education: principles, policy & practice. 24(3) 317-350.
DOI: http://doi.org/10.1080/0969594X.2017.1319337
Baird, J, Andrich, D, hopfenbeck, TN, Stobart, G (2017) “Metrology of education”, Assessment in Education: principles, policy & practice.
DOI: http://doi.org/10.1080/0969594X.2017.1337628
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, Lenkeit, J, El Masri, Y, Cantrell, K, Ryan, JM, BAIRD, J (2017) “Lessons learned from PISA: a systematic review of peer-reviewed articles on the Programme for International Student Assessment”, Scandinavian Journal of Educational Research.
DOI: http://doi.org/10.1080/00313831.2016.1258726
Hopfenbeck, T (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
Hopfenbeck, T (2016) “Editorial”, Assessment in Education: Principles, Policy & Practice. 23(3) 323-326.
DOI: http://doi.org/10.1080/0969594X.2016.1217701
Caro, DH, BAIRD, J, HOPFENBECK, T (2016) “Student perceptions of predictability of examination requirements and relationship with outcomes in high-stakes tests in Ireland”, Irish Educational Studies.
DOI: http://doi.org/10.1080/03323315.2016.1227719
BAIRD, J, Johnson, S, Hopfenbeck, TN, Isaacs, T, Sprague, T, Stobart, G, Yu, G (2016) “On the supranational spell of PISA in policy”, Educational Research.
DOI: http://doi.org/10.1080/00131881.2016.1165410
Elwood, J, Hopfenbeck, T, BAIRD, J (2015) “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
Lenkeit, J, Chan, J, Hopfenbeck, TN, BAIRD, J (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, 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, 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 & Practice. 22(1) 44-60.
DOI: http://doi.org/10.1080/0969594X.2014.996524
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
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 (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 (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, Olsen, RV, Lillejord, S (2013) “Elevenes læringssituasjon etter Kunnskapsløftet (Students’ learning situations after the ‘knowledge promotion’ reform)”, Norsk pedagogisk tidsskrift. 355-369.
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 (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, 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 (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
Hopfenbeck, TN, Kjærnsli, M., MK “Students’ test motivation in PISA: the case of Norway”, The Curriculum Journal.
DOI: http://doi.org/10.1080/09585176.2016.1156004
DOUBLE, KIT, MCGRANE, J, HOPFENBECK, T “The impact of peer assessment on academic performance: a meta-analysis of control group studies”, Educational Psychology Review.
DOI: http://doi.org/10.1007/s10648-019-09510-3
“To do or not to do with feedback. A study of undergraduate students’ engagement and use of feedback within a portfolio assessment design”, Assessment and Evaluation in Higher Education.
DOI: http://doi.org/10.1080/02602938.2018.1476669
DOUBLE, KIT, MCGRANE, J, HOPFENBECK, T “The Impact of Peer Assessment on Academic Performance: aA Meta-analysis of Control Group Studies”, Educational Psychology Review.
DOI: http://doi.org/10.1007/s10648-019-09510-3