Eğitimde Biçimlendirici Değerlendirme Araştırmalarının Bibliyometrik Analizi: Web of Science Core Collection Veri Tabanı Üzerine 2000–2024 Dönemi İncelemesi
Year: 2026
Type: article
Abstract: This study examines formative assessment research published in the Web of Science (WoS) Core Collection between 2000 and 2024 through bibliometric analysis. The dataset was limited to articles and reviews indexed in the Education & Educational Research and Psychology, Educational categories, the 2000–2024 publication period, and four core terms directly used in the formative assessment literature. After applying these criteria, 4,369 publications were included. Data were analyzed with the bibliometrix R package and VOSviewer in terms of annual publication trends, productive authors, journals and countries, international collaboration, highly cited publications, co-citation, keyword co-occurrence, bibliographic coupling, and thematic evolution. The number of publications increased from 11 in 2000 to 375 in 2023, with 349 publications recorded in 2024. The United States, the United Kingdom, and Spain were the most productive countries; Assessment & Evaluation in Higher Education was the most productive journal; and Nicol and Macfarlane-Dick (2006) was the most cited publication. Network and thematic analyses indicate that the field has developed around feedback, assessment literacy, technology-supported assessment, and self-regulated learning. The findings point to three priority research gaps: longitudinal designs linking feedback and self-regulation, stronger integration of pedagogical effects in technology-supported formative assessment, and comparative studies in contexts such as Türkiye where international collaboration visibility remains limited.
Source: DergiPark (Istanbul University)
Author: Doruk, Necip
Institution: Kırıkkale University
Language: Turkish
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7171758116