A Bibliometric Analysis of Performance-Based Assessment of Learning

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.