Therese N. Hopfenbeck

Supernumerary Fellow

Director of the Oxford University Centre for Educational Assessment

Department of Education

Therese.hopfenbeck@kellogg.ox.ac.uk

Therese N. Hopfenbeck is an Associate Professor and is Director of the Oxford University Centre for Educational Assessment where she is leading a team working on international large-scale assessment studies in education, assessment for learning (AfL) and self-regulation. Therese’s research interests focus on how large-scale comparative assessments and international testing have shaped public policy across education systems and how knowledge from these studies can enhance better learning from students around the world. She is Research Manager of PIRLS 2016 in England and member of the Programme for International Student Assessment (PISA) 2018 Questionnaire Expert Group. Therese is also Principal Investigator for the ESRC-DFID-funded project, Assessment for Learning in Africa (AFLA): Improving Pedagogy and Assessment for Numeracy in Foundation Years. The focus of this project is to conduct research on formative assessment in primary school early years’ numeracy contexts in Tanzania, East Africa and two sites in South Africa. Therese is Lead Editor of the international research journal Assessment in Education: Principles, Policy & Practice. Before coming to Oxford in 2012, 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.

Selected publications since 2011

Hopfenbeck, T.N. & Kjaernsli, M. (2016 online) Students’ test motivation in PISA: the case of Norway, The Curriculum Journal.

Elliott, V., Baird, J., Hopfenbeck, T.N., Ingram, J., Thompson, I., Usher, N., Zantout, M., Richardson, J. & Coleman, R. (2016) A marked improvement? A review of the evidence on written marking. Report for the Education Endowment Foundation.

Baird, J. & Hopfenbeck, T.N. (2016) Curriculum in the Twenty-First Century and the Future of Examinations (Chapter 51), in: Wyse, D. Hayward, L. & Pandya, J. (Eds.) The Sage Handbook of Curriculum, Pedagogy and Assessment, Vol. 2.

Baird, J., Johnson, S., Hopfenbeck, T.N., Isaacs, T., Sprague, T., Stobart, G. & Yu, G (2016) On the supranational spell of PISA in policy, Educational Research, 58 (2), 121-138. Special Issue: International Policy Borrowing and Evidence-based Educational Policy Making: Relationships and Tensions.

Hopfenbeck, T.N., Flórez Petour, M.T., 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.

Hopfenbeck, T.N., Stobart, G. (2015) Large-scale implementation of Assessment for Learning (Editorial), Assessment in Education: Principles, Policy & Practice, 22 (1), 1-2.

Elwood, J., Hopfenbeck, T.N. & Baird, J. (2015 online) Predictability in high-stakes examinations: students’ perspectives on a perennial assessment dilemma, Research Papers in Education.

Lenkeit, J., Chan, J., Hopfenbeck, T.N., Baird, J-A (2015) A review of the representation of PIRLS related research in scientific journals, Educational Research Review, 16, 102-115.

Nyhamn, F. & Hopfenbeck, T.N. (2014) (Eds) From Political Decisions to Change in the Classroom: Successful Implementation of Education Policy. CIDREE Yearbook 2014.

Baird, J., Hopfenbeck, T.N., Newton, P., Stobart, G. & Steen-Utheim, A.T. (2014) State of the Field Review: Assessment and Learning. Report for the Norwegian Knowledge Centre for Education.

Hopfenbeck, T.N. (2014) Strategier for læring: Om selvregulering, vurdering og god undervisning. Oslo, Universitetsforlaget.

Hopfenbeck, T.N. (2013) Students’ voice, aspirations, and perspectives: international reflections and comparisons, London Review of Education, 11 (2), 179-183.

Hopfenbeck, T.N., Tolo, A., Florez, T. & El Masri, Y. (2013) Balancing Trust and Accountability? The Assessment for Learning Programme in Norway. Report for OECD.

Hopfenbeck, T.N., Throndsen, I., Lie, S. & Dale, E.L. (2012) Assessment with distinctly defined criteria: A research study of a National projectPolicy Futures in Education, 10 (4), 421-433.

Hopfenbeck, T.N. (2011) Fostering Self-regulated Learners in a Community of Quality Assessment Practices, CADMO, (1) 7-21.

Hopfenbeck, T.N. & 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.