Rate Professor Therese Hopfenbeck

Professional Summary: Professor Therese Hopfenbeck

Professor Therese Hopfenbeck is a distinguished academic at the University of Melbourne, Australia, with a globally recognized expertise in educational assessment, self-regulated learning, and international comparative education. Her work bridges research and policy, contributing significantly to the understanding of assessment systems and their impact on teaching and learning.

Academic Background and Degrees

Professor Hopfenbeck holds advanced degrees in education with a focus on assessment and learning. Specific details of her degrees and institutions are based on verifiable public records:

• PhD in Education, with a focus on assessment and learning strategies (specific institution and year available in public academic profiles)

Research Specializations and Academic Interests

Her research primarily centers on:

• Educational assessment and feedback mechanisms
• Self-regulated learning and metacognition
• International large-scale assessments (e.g., PISA)
• Comparative education policy and practice

Career History and Appointments

Professor Hopfenbeck has held prestigious positions at leading institutions, reflecting her expertise and leadership in education research:

• Professor of Educational Assessment, University of Melbourne, Australia (current position)
• Previously, Associate Professor and Director of the Oxford University Centre for Educational Assessment (OUCEA), University of Oxford, UK

Major Awards, Fellowships, and Honors

Her contributions to the field have been recognized through various accolades:

• Recipient of research grants and funding for projects on assessment and learning (specific awards verifiable via institutional announcements)

Key Publications

Professor Hopfenbeck has authored and co-authored numerous influential works in educational assessment and learning. A selection of her key publications includes:

• ‘Balancing tensions in educational policy reforms: Large-scale assessment systems as a policy vehicle for change’ (2013), co-authored, published in Assessment in Education: Principles, Policy & Practice
• ‘Self-regulated learning in the classroom: A literature review on the teacher’s role’ (2015), published in Educational Research International
• Various reports and papers on PISA and international assessments, often in collaboration with OECD and other international bodies

Influence and Impact on Academic Field

Professor Hopfenbeck’s research has had a profound impact on the field of educational assessment, particularly in how feedback and self-regulation influence student outcomes. Her work with international assessment systems like PISA has informed educational policies globally, providing evidence-based insights for policymakers and educators. As a leader in her field, she has shaped discourse on the role of assessment in fostering equitable and effective learning environments.

Public Lectures, Committee Roles, and Editorial Contributions

She is actively involved in the academic community through various roles:

• Editor-in-Chief of Assessment in Education: Principles, Policy & Practice, a leading journal in the field
• Frequent speaker at international conferences on education and assessment
• Member of advisory boards and committees for educational policy and research initiatives (specific roles verifiable via public records)