aüebfd Ankara University Journal of Faculty of Educational Sciences (JFES) 1301-3718 2458-8342 Ankara Üniversitesi 10.30964/auebfd.1724404 Setting Standards and Norms Measurement and Evaluation in Education (Other) Standart Belirleme ve Normlar Eğitimde Ölçme ve Değerlendirme (Diğer) A Bibliometric Analysis of Articles on High-Stakes Testing Between 2000 and 2024 2000-2024 Arası Yüksek Riskli Testlerle İlgili Makalelerin Bibliyometrik Analizi https://orcid.org/0009-0005-2283-3497 Yazar Gönül https://orcid.org/0000-0002-3536-968X Tünkler Vural SÜLEYMAN DEMİREL ÜNİVERSİTESİ 04 15 2026 59 1 425 473 06 21 2025 02 16 2026 Copyright © 1968, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi 1968 Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi

This study aims to examine articles on high-stakes testing using a bibliometric analysis method. High-stakes testing represents a critical tool through which schools and educators are evaluated based on student performance, thereby shaping educational policies. Within the scope of this research, 1,947 articles published between 2000 and 2024 were retrieved from the Web of Science Core Collection (WoS) database using the "Topic" field with the keywords "education AND high stakes testing OR accountability" and subsequently analyzed. The analysis employed the VOSviewer software. Findings indicate a notable increase in publications in this field, particularly after 2010. Among collaborating organizations, Stanford University emerged as prominent, underscoring the United States' leadership in the domain. Co-citation analysis identified the American Educational Research Journal as the most influential journal. Furthermore, "accountability" was the most frequently used keyword. The trends revealed in the study highlight the role of high-stakes testing within educational systems, the increase in the number of studies over the years, and its multidimensional nature. The results demonstrate how high-stakes testing shape education and indicate that more research could be conducted in this area in the future.

Bu çalışmada, yüksek riskli testlerle ilgili yapılan makalelerin bibliyometrik analiz yöntemiyle incelenmesi amaçlanmıştır. Yüksek riskli testler, öğrenci performansı üzerinden okul ve eğitimcilerin değerlendirildiği ve eğitim politikalarının şekillendiği önemli bir araçtır. Çalışma kapsamında, Web of Science Core Collection (WoS) veri tabanından “Topic” etiketi ile “education AND high stakes testing OR accountability” anahtar kelimeleri kullanılarak 2000-2024 yılları arasında konuyla ilgili yapılan 1947 makale analiz edilmiştir. Analizde VOSviewer programı kullanılmıştır. Araştırma sonucunda özellikle 2010'dan sonra bu alandaki yayınlarda artış gözlenmiştir. En çok iş birliği yapılan kurumlar arasında Stanford Üniversitesi öne çıkarken, ABD’nin bu alandaki liderliği vurgulanmıştır. Ortak atıf analizinde, American Educational Research Journal en etkili dergi olarak belirlenmiştir. Ayrıca, anahtar kelimeler arasında “accountability” en çok kullanılan kavram olmuştur. Araştırmada ortaya çıkan eğilimler, yüksek riskli testlerin eğitim sistemleri içindeki yerini, yıllar içinde çalışma sayısında yaşanan artışı ve çok boyutlu yapısını ortaya koymaktadır. Sonuçlar, yüksek riskli testlerin eğitimi nasıl şekillendirdiğini ve gelecekte bu alanda daha fazla araştırma yapılabileceğini göstermektedir.

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