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 joined OUCEA in January 2012, as Deputy Director from the University of Oslo’s research group for Measurement and Evaluation of Student Achievement at the Unit for Quantitative Analysis of Education, where she was a post-doctoral researcher.

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 and self-regulation, and how the self regulation can support self-and peer assessment in the classroom.

Therese was the Research Manager of PIRLS 2016, and the Principle Investigator for the ESRC Impact Acceleration Award project PIRLS for Teachers. She is currently leading the ESRC-DfID Research Study.

ASSESSMENT FOR LEARNING IN AFRICA (AFLA): Improving Pedagogy and Assessment for Numeracy in Foundation Years (2016 – 2019) to conduct research on formative assessment in primary school early years’ numeracy contexts in Tanzania, East Africa and two sites in South Africa (http://oucea.education.ox.ac.uk/research/recent-research-projects/assessment-for-learning-in-africa-afla/).

Therese was appointed by the Norwegian Minister of Education to chair the board of the Norwegian Centre for Learning and Behavioural Research in Education from 2013 – 2016, and she has served as an expert advisor for research on assessment in Denmark, India and South Africa. She is Lead Editor of the international research journal Assessment in Education: Principles, Policy and Practice and Associate Professor II, The Centre for the Science of Learning and Technology (SLATE) University of Bergen.

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:

  • Progress in International Reading Literacy Study: PIRLS for teachers Principal investigator ESRC Impact Acceleration Award for a Knowledge Exchange project

    (May 2015 – October 2016)

    £ 49 000

  • ASSESSMENT FOR LEARNING IN AFRICA (AFLA): Improving Pedagogy and Assessment for Numeracy in Foundation Years to the ESRC-DfID

    £695,210 PIRLS

  • England: IEA Progress in International Reading Literacy Study (PIRLS) Principal investigator for 2016

    (2013 – 2018)

    National Research Centre for England, £1 million

  • State of the field review, Assessment and Learning Research Manager: Norwegian Research Council.

    (2013)

    £55,303

  • Governing Complex Education System Principal investigator for the OECD project, investigating Assessment policy processes in Norway

    59,997 Euros

Doctoral Applications

  • 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

    • 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

    • 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

    • 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

  • Books

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

    • 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.

  • 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.

    • 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 (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.

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

    • 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

    • N Hopfenbeck, T (2018) “‘Assessors for learning’: understanding teachers in contexts”, Assessment in Education: Principles, Policy and Practice. 25(5) 439-441.
      DOI: http://doi.org/10.1080/0969594X.2018.1528684

    • 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

    • 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

    • 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

    • 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

    • 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 (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

    • 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) “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, 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 (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

    • 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) “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, 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) “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

    • 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) “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 (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

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

    • 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.) .

    • 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

  • 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.

    • 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.

    • 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, 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..

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