Department of Education

Therese Hopfenbeck

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

College Affiliation: Kellogg College

Therese N. Hopfenbeck is professor of Educational Assessment, Director of the Oxford University Centre for Educational Assessment and fellow at Kellogg College. She is the Course Director of the Master in Educational Assessment at the Department of Education, elected Vice-President of The Association for Educational Assessment-Europe and Lead Editor of the journal Assessment in Education, Principle, Policy and Practice.

Dr Hopfenbeck’s research agenda focuses upon bridging research on self-regulation and classroom-based assessment and making sense of international large-scale studies in education. In collaboration with Professor Nancy Perry, University of British Columbia, she is currently leading an international network of researchers disseminating classroom-based research, funded by Social Sciences and Humanities Research Council of Canada (2020 – 2021). She is also currently Principal Investigator for two research projects funded by IB, on critical thinking in PYP schools internationally and evaluation of education reforms in Kent, UK (2020 – 2021). In 2020, she led the research on Critical Thinking in the Diploma Program in Australia, England and Norway (https://ibo.org/research/outcomes-research/diploma-studies/critical-thinking-skills-of-dp-students/). Dr Hopfenbeck is also Principal Investigator for the PISA 2022 study in England, Northern Ireland and Wales, in collaboration with Pearson UK (2018 – 2023). She was the Research Manager of PIRLS 2016, funded by The Department of Education, UK.gov, and was Principal Investigator of a major ESRC-DFID research study, Assessment for Learning in Africa (ES/N010515/1) (2016 – 2019). Since coming to Oxford in 2012, she has been the recipient of funding from ESRC-DFID, OECD, The Norwegian Research Council, Education Endowment Foundation, State Examinations Commissions Ireland, Jacob Foundation and the International Baccalaureate totalling more than £2 mill in addition to a single grant of £4 mill in collaboration with SLATE: Centre for the Science of Learning & Technology at the University of Bergen, Norway. 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 (2010 – 2011).

She is Adjunct Professor of the Norwegian University of Science and Technology (NTNU), member of the Visiting Panel for Research at the Educational Testing Service (ETS) in Princeton, chair of Ofqual Research Advisory Board in UK (2021 – 2023) and expert member of the PISA 2022 Questionnaire Framework group, appointed by ETS and OECD (2014 – 2023). She has advised on the implementation of formative assessment programs in India, South Africa, Norway and the Emirates and carried out policy work for UNESCO/OECD and the Norwegian Ministry of Education Norway.

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

She welcomes students in the following areas

· Self-regulated learning/Metacognition

· Assessment for Learning/formative assessment

· International large-scale assessment (PIRLS, PISA)

· Classroom-based Assessment

· Implementation and evaluation of Assessment reforms

Funded Research Projects:

  • The Effect of the Middle Years Programme on Critical Thinking Development: An International Multisite Evaluation

    • 2021-2022

    Funder: International Baccalaureate Organisation $95,000 (USD)

  • The Impact of IB Career-related Programme Implementation in the County of Kent

    • 2020

    Funder: International Baccalaureate Organisation, (2020), $80,000 (USD)

  • Supporting Self-regulation in Schools Initiative

    • 2020-2021

    Funder: Social Sciences and Humanities Research Council of Canada (SSHRC) Connection Grant $71,769 (CAD)

  • IEA’s Progress in International Reading Literacy Study (PIRLS) 2021

    • 2019-2023

    Funder: Department for Education (2019-2023), £222,550

  • OECD’s Programme for International Student Assessment (PISA) 2021, National Research Centre for England, Wales & Northern Ireland

    • 2019-2023

    Funder: Department for Education, £390,000

  • Learner Profile Mastery Transcript and associated 21st century skills promising practices research

    • 2020-2022

    Funder: Jacob Foundation : 234,472 (CHF)

Doctoral Applications

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

  • Self-regulated learning/Metacognition
  •  Assessment for Learning/formative assessment
  • International large-scale assessment (PIRLS, PISA)
  • Classroom-based Assessment
  • Implementation and evaluation of Assessment reforms

Publications:

  • Featured Publications

    • 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. Taylor & Francis (Routledge): SSH Titles.
      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 & 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 (2015) “A review of the representation of PIRLS related research in scientific journals”, Educational Research Review. Elsevier.
      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

    • Chan, J, Tolo, A, 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

    • Brandmo, C, Panadero, E, Hopfenbeck, TN (2020) “Bridging classroom assessment and self-regulated learning”, ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE. 27(4) 319-331.
      DOI: http://doi.org/10.1080/0969594X.2020.1803589

    • 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

    • 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

    • 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

    • 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

    • 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 (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, 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

    • 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

    • 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 (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

    • “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

    • 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

    • 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

  • Internet publication

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

  • Reports

    • 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.

    • 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.

    • McGrane, J, Stiff, J, Lenkeit, J, Hopfenbeck, TN, Baird, J (2017) Progress in International Reading Literacy Study (PIRLS): National Report for England. London: Department for Education.

    • Elliott, VF, BAIRD, J, 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, 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..

  • Other

Follow Us