| The impact of peer assessment on academic performance: A meta-analysis of control group studies KS Double, JA McGrane, TN Hopfenbeck Educational Psychology Review 32 (2), 481-509, 2020 | 406 | 2020 |
| Assessment and learning: Fields apart? JA Baird, D Andrich, TN Hopfenbeck, G Stobart Assessment in Education: Principles, policy & practice 24 (3), 317-350, 2017 | 392 | 2017 |
| Lessons learned from PISA: A systematic review of peer-reviewed articles on the programme for international student assessment TN Hopfenbeck, J Lenkeit, Y El Masri, K Cantrell, J Ryan, JA Baird Scandinavian Journal of Educational Research 62 (3), 333-353, 2018 | 330 | 2018 |
| Balancing tensions in educational policy reforms: Large-scale implementation of assessment for learning in Norway TN Hopfenbeck, MT Flórez Petour, A Tolo Assessment in Education: Principles, Policy & Practice 22 (1), 44-60, 2015 | 123 | 2015 |
| On the supranational spell of PISA in policy JA Baird, S Johnson, TN Hopfenbeck, T Isaacs, T Sprague, G Stobart, ... Educational Research 58 (2), 121-138, 2016 | 120 | 2016 |
| State of the field review: Assessment and learning J Baird, TN Hopfenbeck, P Newton, G Stobart, AT Steen-Utheim Oslo: Norwegian Knowledge Centre for Education, 2014 | 90 | 2014 |
| Balancing trust and accountability? The assessment for learning programme in Norway: A governing complex education systems case study T Hopfenbeck, A Tolo, T Florez, Y El Masri OECD, 2013 | 81 | 2013 |
| Strategier for l? ring: om selvregulering, vurdering og god undervisning TN Hopfenbeck Universitetsforlaget, 2014 | 77 | 2014 |
| A marked improvement? V Elliott, JA Baird, TN Hopfenbeck, J Ingram, I Thompson, N Usher, ... A review of the evidence on written marking, 2016 | 72 | 2016 |
| The importance of early phonics improvements for predicting later reading comprehension KS Double, JA McGrane, JC Stiff, TN Hopfenbeck British Educational Research Journal 45 (6), 1220-1234, 2019 | 71 | 2019 |
| To do or not to do with feedback. A study of undergraduate students’ engagement and use of feedback within a portfolio assessment design A Steen-Utheim, TN Hopfenbeck Assessment & Evaluation in Higher Education 44 (1), 80-96, 2019 | 64 | 2019 |
| A review of the representation of PIRLS related research in scientific journals J Lenkeit, J Chan, TN Hopfenbeck, JA Baird Educational Research Review 16, 102-115, 2015 | 61 | 2015 |
| Assessment and learning: State of the field review JA Baird, TN Hopfenbeck, P Newton, G Stobart, AT Steen-Utheim Knowledge Center for Education, Oslo, 2014 | 59 | 2014 |
| Students’ test motivation in PISA: The case of Norway TN Hopfenbeck, M Kjærnsli The Curriculum Journal 27 (3), 406-422, 2016 | 58 | 2016 |
| Progress in international reading literacy study (PIRLS): National report for England J McGrane, J Stiff, JA Baird, J Lenkeit, T Hopfenbeck Department for Education, 2017 | 57 | 2017 |
| Bedre vurdering for læring. Rapport fra «Evaluering av modeller for kjennetegn på måloppnåelse i fag» I Throndsen, TN Hopfenbeck, S Lie, EL Dale Better Assessment of Learning. Report from" Evaluation of Models for …, 2009 | 55 | 2009 |
| Predictability in the Irish leaving certificate JA Baird, TN Hopfenbeck, J Elwood, D Caro, A Ahmed OUCEA Report 14 (1), 1-111, 2014 | 53 | 2014 |
| Bridging classroom assessment and self-regulated learning C Brandmo, E Panadero, TN Hopfenbeck Assessment in Education: Principles, Policy & Practice 27 (4), 319-331, 2020 | 50 | 2020 |
| The politics of PISA: The media, policy and public responses in Norway and England TN Hopfenbeck, K Görgen European Journal of Education 52 (2), 192-205, 2017 | 45 | 2017 |
| Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning A Tolo, S Lillejord, MT Flórez Petour, TN Hopfenbeck Journal of Educational Change 21, 59-82, 2020 | 44 | 2020 |
