Our People

Prof Therese N Hopfenbeck

Fellow, Visiting Fellow

The University of Melbourne

therese.hopfenbeck@unimelb.edu.au

PhD (University of Oslo)

Therese N. Hopfenbeck is Professor of Educational Assessment at the Assessment and Evaluation Research Centre (AERC) in the Melbourne Graduate School of Education. She is elected President of The Association for Educational Assessment-Europe (2022 – 2024) and Lead Editor of the journal Assessment in Education, Principle, Policy and Practice (2016 – dd). She is Adjunct Professor of the Norwegian University of Science and Technology (NTNU) and Visiting Fellow at Kellogg College, Oxford. Therese is member of the Visiting Panel for Research at the Educational Testing Service (ETS) in Princeton, expert member of the PISA 2022 Questionnaire Framework group, appointed by ETS and OECD (2014 – 2022) and Chair of the PISA 2025 Questionnaire Framework group appointed by ACER and OECD (2022–2026). In collaboration with Professor Nancy Perry, University of British Columbia, she is currently leading an international network of researchers disseminating classroom-based research on self-regulation, funded by Social Sciences and Humanities Research Council of Canada (2020–22).

Before starting her position in MGSE, Therese was the Director of the Oxford University Centre for Educational Assessment (2016–22), where she was leading a team working on international large-scale assessment studies in education and classroom-based video studies. She was Principal Investigator for two research projects funded by IB, on critical thinking in PYP schools internationally and evaluation of education reforms in Kent, UK (2020–22). In 2020, she led the research on Critical Thinking in the Diploma Program in Australia, England and Norway and was Principal Investigator for the PISA 2022 study in England, Northern Ireland and Wales, in collaboration with Pearson UK (2018–23). Therese was 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 was to conduct research on formative assessment in primary school early years’ numeracy contexts in Tanzania, East Africa and two sites in South Africa.

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 £2m in addition to a single grant of £4m 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 (2010–11) where she also did her PhD. She has social media present on ResearchGate, LinkedIn and Twitter @TNHopfenbeck.

Selected publications since 2011

Double, K. McGrane, J. & T. N. Hopfenbeck (2019) The Impact of Peer Assessment on Academic Performance: A Meta-analysis of Control Group Studies, Educational Psychology Review, published online

Hopfenbeck, T. N. (2020) Making feedback effective? Assessment in Education Principles Policy and Practice 27(1):1-5, Editorial

Tolo, A, Lillejord, S, Florez Petour, M T, T.N. Hopfenbeck (2019) Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning, Journal of Educational Change. DOI: http://doi.org/10.1007/s10833-019-09359-x,

Hopfenbeck, T. N. (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

Double, KS, McGrane, JA, Stiff, JC, Hopfenbeck, T. N. (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, T N (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) 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) 545-550DOI: http://doi.org/10.1080/0969594X.2018.1553695

Steen-Utheim, A. T. & Hopfenbeck, T. N. (2018) 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.

Baird, J.-A., Andrich, D., Hopfenbeck, T.N., & Stobart, G. (2017) Assessment and learning: fields apart?, Assessment in Education: Principles, Policy & Practice, 24(3).

Baird, J.-A., Andrich, D., Hopfenbeck, T.N., & Stobart, G. (2017) Metrology of education, Assessment in Education: Principles, Policy & Practice, 24(3). Click here to download – the first 50 downloads are free.

Hopfenbeck TN, Görgen K. (2017) The politics of PISA: The media, policy and public responses in Norway and England, European Journal of Education, 52:192–205.

Elwood, J., Hopfenbeck, T. & Baird, J. (2017) Predictability in high-stakes examinations: students’ perspectives on a perennial assessment dilemma, Research Papers in Education, 32 (1), 1-17.

Hopfenbeck, T.N., Lenkeit, J., El Masri, Y., Cantrell, K., Ryan, J. & 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

Baird, J.-A, Caro, D.H. & Hopfenbeck, T.N. (2016) Student Perceptions of Predictability of Examination Requirements and Relationship with Outcomes in High-Stakes Tests in Ireland, Irish Educational Studies (online).

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. Click here to download – the first 50 downloads are free.

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 project, Policy 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.

Books:

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

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.

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, 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.

Research grants awarded since 2012:

1. Principal Investigator: Critical Thinking in IB, (2019 – 2020) The International Baccalaureate Funder: IB (IB) $100.000
2. Principal investigator: Assessment for Learning in Africa (AFLA): Improving Pedagogy and Assessment for Numeracy in Foundation Years, Funder: ESRC–DFID Award, (2016 – 2019) £695,210, 2016 – 2019.
3. Principal investigator Progress in International Reading Literacy Study (PIRLS) 2016, National Research Centre, England, £1 million. Funder: Department for Education, 2013 – 2018.
4. Principal Investigator: Review of Assessment for Learning and ICT. Funder: Centre for the Science of Learning and Technology, (SLATE), University of Bergen/ The Norwegian Research Council, £20,000, 2016 – 2017.
5. Principal Investigator Review of Research on Assessment for Learning, Funder: Norwegian Knowledge Centre, The Norwegian Research Council, £20,000, 2016 – 2017.
6. Principal investigator: Progress in International Reading Literacy Study: PIRLS for Teachers ESRC Impact Acceleration Award for a Knowledge Exchange project, £49,000, 2015 – 2016.
7. Principal investigator: Governing Complex Education System for the OECD project, Investigating Assessment Policy Processes in Norway, Funder: OECD, €59,997, 2012 – 2013.
8. Co-Investigator: State of the field review: Assessment and Learning. (PI Professor Jo-Anne Baird), Funder: The Norwegian Research Council, The Knowledge Centre, £ 50,000, 2013.
9. Co-Investigator: The Irish Predictability Study, PI Professor Jo-Anne Baird, Funder: State Examinations Commissions Ireland, £90,570, 2013 – 2014.
10. Co-Investigator: Centre for the Science of Learning and Technology (SLATE), PI Professor Barbara Wasson, University of Bergen. OUCEA is responsible for the assessment deliverables for the new Centre at the University of Bergen, Norway, £4 million, 2016-2021.
11. Co-Investigator: Examination Reform: The impact of linear and modular examinations at GCSE, PI Professor Jo-Anne Baird: Funder: Ofqual, £164,912, Sept 2015 – Aug 2017.
12. Co-Investigator: The assessment and moderation of Primary-level writing in contexts where English is the main language of instruction: A systematic review, PI: Associate Professor Josh McGrane, Funder: Oxford University Press, £19,000, 2017.
13. Co-Investigator: Developing appropriate assessments of English language fluency for children with English as an additional language Researcher PI: Professor Victoria Murphy, (part of the Oxford Education Deanery) John Fell Fund: £37,000, 2016.
14. Co-Investigator: Marking evidence review, PI: Dr. Velda Elliot, Funder: Education Endowment Foundation, £33,541, 2015.
15. Co-Investigator: Research evidence relating to proposals for reform of the GCSE, PI: Professor Jo-Anne Baird, Funder: Pearson UK, £6,385
16. Hopfenbeck, PI: The Impact of IB Career-related Programme implementation in the County of Kent, UK, Funder: International Baccalaureate £55,583.10 (2020)
17.Hopfenbeck, PI: Hopfenbeck Funder: Programme for International Student Assessment, PISA 21 in England, Northern Ireland and Wales, Funder: Pearson Education/DfE, £369,922.00 (2019 – 2023).