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Journals / Social Scientific Centered Issues / 2026 / Volume: 8 Issue: 1

A Bibliometric Analysis of Performance-Based Assessment of Learning

Öğrenmenin Performansa Dayalı Değerlendirilmesine İlişkin Bibliyometrik Bir Analiz

Özge Bıkmaz Bilgen(ADNAN MENDERES ÜNİVERSİTESİ)0000-0003-2219-2026
Pages
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Publication Date
2026-10-22
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Limitations: Results are limited to Scopus-indexed articles and the search terms, subject-area restriction, and document-type filters used, and may differ under other search strategies.

📌 3 Key Takeaways

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Objective & Hypothesis:This study maps the development, intellectual structure, conceptual organization, and thematic structure of performance-based assessment of student learning from 1992 to 2025.
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Key Findings & Data:Design/Methodology: Scopus records were progressively refined to 305 articles.
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Conclusion & Impact:Limitations: Results are limited to Scopus-indexed articles and the search terms, subject-area restriction, and document-type filters used, and may differ under other search strategies.
🔬Design:Research Article
📍Scope:2025 Verileri
⚙️Variables:performance-based assessment · student learning · bibliometric analysis

Abstract

This study maps the development, intellectual structure, conceptual organization, and thematic structure of performance-based assessment of student learning from 1992 to 2025. Design/Methodology: Scopus records were progressively refined to 305 articles. Bibliometrix and Biblioshiny were used to analyze annual production, productive sources and countries, global citations, reference co-citation, keyword co-occurrence, and thematic structure. Findings: Publication output increased notably after the 2010s. The American Journal of Pharmaceutical Education was the most productive source, and the United States had the highest country contribution frequency. Validity, assessment quality, higher education, curriculum, rubrics, self-evaluation, critical thinking, and digital literacy were prominent across the intellectual, conceptual, and thematic analyses. Originality/Value: The study provides an integrated view of performance-based assessment across educational contexts and connects foundational measurement concerns with competencies, higher-order thinking, and digital learning. Limitations: Results are limited to Scopus-indexed articles and the search terms, subject-area restriction, and document-type filters used, and may differ under other search strategies.

Özet

Amaç: Bu çalışma, 1992–2025 yılları arasında öğrenci öğrenmesinin performansa dayalı değerlendirilmesine ilişkin araştırmaların gelişimini, entelektüel yapısını, kavramsal örgütlenmesini ve tematik yapısını haritalamayı amaçlamaktadır. Desen/Yöntem: Scopus kayıtları aşamalı olarak daraltılarak 305 makaleden oluşan nihai veri setine ulaşılmıştır. Yıllık bilimsel üretim, üretken kaynaklar ve ülkeler, küresel atıflar, kaynak ortak atıf analizi, anahtar kelime eş oluşum analizi ve tematik yapı Bibliometrix ve Biblioshiny kullanılarak incelenmiştir. Bulgular: Yayın sayısının özellikle 2010’lu yıllardan sonra belirgin biçimde arttığı görülmüştür. American Journal of Pharmaceutical Education en üretken kaynak olurken, Amerika Birleşik Devletleri en yüksek ülke katkı sıklığına sahip olmuştur. Geçerlik, değerlendirme kalitesi, yükseköğretim, öğretim programı, rubrikler, öz değerlendirme, eleştirel düşünme ve dijital okuryazarlık; entelektüel, kavramsal ve tematik analizlerde öne çıkan konular olmuştur. Özgünlük/Değer: Çalışma, performansa dayalı değerlendirmeyi farklı eğitim bağlamları üzerinden bütüncül biçimde ele almakta ve temel ölçme sorunları ile yeterlikler, üst düzey düşünme becerileri ve dijital öğrenme arasındaki ilişkileri ortaya koymaktadır. Sınırlılıklar: Bulgular, Scopus’ta indekslenen makaleler ile kullanılan arama terimleri, konu alanı sınırlaması ve belge türü filtreleriyle sınırlıdır; farklı arama stratejileri farklı sonuçlar üretebilir.

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Cite This Article

Bilgen, Ö. B. (2026). A Bibliometric Analysis of Performance-Based Assessment of Learning. Social Scientific Centered Issues, Volume: 8 Issue: 1. https://doi.org/10.71249/ssci.2032779

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