Authentic Assessment for Complex Problem-Solving Among Pre-Service Chemistry Teachers: Knowledge Synthesis, Research Mapping Study, Implications for Instrument Development

Assessment of complex problem-solving (CPS) skills among pre-service chemistry teachers remains fragmented, and evidence comparing authentic and conventional assessment methods is scarce. This study synthesizes empirical evidence on CPS-related assessment and maps research themes through a systematic literature review and bibliometric network analysis (SLNA). Scopus publications from 2015 to 2025 were searched in January 2026. Of the 91 initial records, four empirical studies involving 140 pre-service chemistry teachers met the inclusion criteria. The bibliometric analysis covered 53 publications and identified 147 unique keywords from the 37 publications with sufficient keyword data. The four studies examined a range of outcomes, including scientific reasoning performance, formative assessment practices, feedback quality, and self-reported perceptions of problem-solving skills. None directly compared the effectiveness of authentic and conventional assessment. Based on the information available for review, no included instruments could be confirmed to assess all four dimensions of chemistry-specific CPS in an integrated way. Reporting of construct-related validity evidence, effect sizes, and confidence intervals is also limited, hindering comparisons across studies. Keyword co-occurrence analysis identified four thematic clusters: foundational chemistry education, technology-enhanced learning, pedagogical and assessment knowledge, and pre-service teacher education. Temporal patterns indicate a shift in thematic emphasis across the analyzed corpus, while technology-related keywords have limited direct connectivity with assessment-related terms. Integration of the two analyses identified areas of thematic convergence and divergence and informed priorities for comparative assessment studies and development and validation of multidimensional, chemistry-specific CPS instruments. These conclusions are confined to the reviewed studies and the mapped bibliometric corpus