The Evolution of Formative Assessment Research: A Bibliometric Mapping of Knowledge Structure, Collaboration Networks, and Emerging Trends

Formative assessment has gained extensive academic interest because of its importance for learning, feedback provision, and fostering self-regulated learning. Nevertheless, a framework delineating the intellectual background, field collaboration, and key concepts is needed. This study aimed to visualize the knowledge structure and publication dynamics of formative assessment literature. Data were downloaded from the Web of Science Core Collection, and 425 English-language articles published from 2015 to 2026 were selected using PRISMA-based criteria. Five analyses were conducted using VOSviewer (version 1.6.20): publication trends, citation analysis, coauthorship networks, co-citation analysis, and keyword co-occurrence. Findings showed continuous scholarly production within the research timeframe, with activity concentrated among several authors, institutions, and countries, including the USA, China, and various European countries. Co-citation analysis highlighted educational feedback, assessment for learning, and self-regulated learning as key components of the field’s knowledge structure. Keyword analysis uncovered topics such as assessment literacy, learner engagement, learning analytics, gamification, and technology-assisted assessment. Artificial intelligence, personalized feedback, adaptive assessment, and ethical questions in digital assessment require further exploration. However, the mere presence of these topics in the database is not sufficient to determine their development stage or the existence of research gaps. This research gives a structured overview of formative assessment literature in the Web of Science database and suggests directions for further bibliometric and empirical research. Findings should be interpreted in light of the database's coverage and the incomplete information about publications in 2026.