Department of Education

Therese Hopfenbeck

Director of the Oxford University Centre for Educational Assessment & Associate Professor

College Affiliation: Kellogg College

Dr Therese N. Hopfenbeck is Associate Professor and Director of the Oxford University Centre for Educational Assessment. She is the Course Director of the new Master in Educational Assessment at the Department of Education, and Lead Editor of the journal Assessment in Education, Principle, Policy and Practice.

Prior to her appointment at Oxford, she worked as a post-doctoral researcher at the University of Oslo’s research group for Measurement and Evaluation of Student Achievement at the Unit for Quantitative Analysis of Education. Therese’s research interests are focused upon large-scale comparative assessments and how international testing has shaped public policy across education systems. In addition she is interested in different models of classroom assessment, such as linking assessment for learning and self-regulation. She was awarded the international research award The Association for Educational Assessment Europe New Researcher Award in 2010.

She has been the recipient of funding from ESRC-DFID, ESRC Impact Acceleration Award for a Knowledge Exchange project, OECD, The Norwegian Research Council, Education Endowment Foundation, State Examinations Commissions Ireland, among others.

Therese was the Research Manager of PIRLS 2016, funded by The Department of Education, UK.gov, and the is currently Principal Investigator of a major ESRC-DFID research study, Assessment for Learning in Africa (ES/N010515/1).

Therese has a presence on LinkedIn, ResearchGate, Academia.edu and Twitter: @TNHopfenbeck. Email: therese.hopfenbeck@education.ox.ac.uk

Interested in supervising students in the following areas

  • Self-regulated learning
  • Assessment for Learning
  • International large-scale assessment (PIRLS, PISA)
  • Assessment of reading

Funded Research Projects:

  • PIRLS 2016 National Centre (PI), Department for Education

    • 2013-2017

    £178,256

  • Assessment for Learning in Africa (PI), ESRC-DfID

    • 2016-2019

    £695,210 PIRLS

  • PIRLS for Teachers (PI), ESRC Impact Acceleration Award

    • 2015-2016

    £49,917

  • A State of the Field Review: Assessment and Learning (PI), Knowledge Center for Education, Research Council of Norway

    • 2013-2014

    £55,303

  • Investigation into the predictability of the Irish Leaving Certificate Examinations (Co-PI), State Examinations Commission, Ireland,

    • 2013

    £90,570

  • Assessment policy processes in Norway (PI), Organisation for Economic Co-operation and Development

    • 2012-2013

    59,997 Euros

  • World Class Qualifications Review: Research evidence relating to proposals for reform of the GCSE (Co-PI), Pearson UK,

    • 2012

Doctoral Applications

Therese welcomes doctoral applications from students interested in the following research areas

  • Self-regulated learning
  • Assessment for Learning
  • International large-scale assessment (PIRLS, PISA)
  • Assessment of reading

Publications:

  • Featured Publications

    • 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.
      DOI: http://doi.org/10.1080/00313831.2016.1258726

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

    • 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.
      DOI: http://doi.org/10.1080/0969594X.2014.996524

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

    • 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.
      DOI: http://doi.org/10.1016/j.edurev.2015.10.002

  • 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

    • 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.

    • 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

    • 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.

    • 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.

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

    • 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 (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.

  • Conference papers

    • Tolo, A, Chan, J, Hopfenbeck, T (2018) A systematic review of teachers' implementation of technology-enhanced formative assessment: Insights and implications. (American Educational Research Association Annual Meeting, New York)

  • Journal articles

    • Hopfenbeck, TN (2019) “Writing assessment, comparative judgement and students' evaluative expertise”, ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE. 26(1) 1-5.
      DOI: http://doi.org/10.1080/0969594X.2019.1577959

    • 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

    • Steen-Utheim, A, Hopfenbeck, TN (2019) “To do or not to do with feedback. A study of undergraduate students' engagement and use of feedback within a portfolio assessment design”, ASSESSMENT & EVALUATION IN HIGHER EDUCATION. 44(1) 80-96.
      DOI: http://doi.org/10.1080/02602938.2018.1476669

    • Hopfenbeck, TN (2018) “The global and the local in educational assessment”, ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE. 25(2) 137-140.
      DOI: http://doi.org/10.1080/0969594X.2018.1442992

    • Hopfenbeck, TN (2018) “Classroom assessment, pedagogy and learning - twenty years after Black and Wiliam 1998”, ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE. 25(6) 545-550.
      DOI: http://doi.org/10.1080/0969594X.2018.1553695

    • 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

    • Hopfenbeck, TN (2018) “Assessment and learning in an uncertain world”, ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE. 25(4) 351-354.
      DOI: http://doi.org/10.1080/0969594X.2018.1507247

    • 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, J, Andrich, D, Hopfenbeck, TN, Stobart, G (2017) “Assessment and learning: fields apart?”, Assessment in Education: principles, policy & practice.
      DOI: http://doi.org/10.1080/0969594X.2017.1319337

    • Hopfenbeck, TN (2017) “Coping with the conflicts and consequences of high-stake testing”, ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE. 24(4) 471-473.
      DOI: http://doi.org/10.1080/0969594X.2017.1383040

    • Baird, J-A, Andrich, D, Hopfenbeck, TN, Stobart, G (2017) “Metrology of education”, ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE. 24(3) 463-470.
      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 (2017) “Balancing the challenges of high-stakes testing, accountability and students' well-being”, ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE. 24(1) 1-3.
      DOI: http://doi.org/10.1080/0969594X.2016.1277068

    • 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 (2016) “Untitled”, ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE. 23(3) 323-326.
      DOI: http://doi.org/10.1080/0969594X.2016.1217701

    • Hopfenbeck, TN (2016) “The power of PISA - limitations and possibilities for educational research”, ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE. 23(4) 423-426.
      DOI: http://doi.org/10.1080/0969594X.2016.1247518

    • 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

    • 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, 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

    • 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, 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 and 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

  • Internet publication

    • Hopfenbeck, TN, Lenkeit, J (2018) PIRLS for Teachers: Making PIRLS results more useful for practitioners. IEA.

  • Reports

    • McGrane, J, Chan, J, Boggs, J, Hopfenbeck, T (2017) The assessment and moderation of writing with primary-aged students in contexts where English is the primary language of instruction: A systematic review.. Oxford University Press.

    • Popat, S, Lenkeit, J, Hopfenbeck, TN (2017) PIRLS for Teachers – A review of practitioner engagement with international large-scale assessment results. Oxford: Oxford University Centre for Educational Assessment.

    • 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, 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, 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, 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.

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

    • 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.

    • 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.

    • 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..

    • McGrane, J, Stiff, J, Lenkeit, J, Hopfenbeck, TN, Baird, J Progress in International Reading Literacy Study (PIRLS): National Report for England.

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