Assessment in physics education research: Trends, patterns, and future directions

Abstract Assessment plays a fundamental role in physics education, with extensive research exploring its various dimensions. Despite this extensive research, a comprehensive bibliometric analysis synthesising trends and identifying research gaps is lacking. This study addresses this need by examining trends, patterns, and future directions in physics education assessment through a bibliometric approach. The analysis included 96 eligible publications from the Scopus database spanning 19 years (2006–2023), utilising the R package biblioshiny and VOSviewer software for analysis. Publication trends have shown positive growth and are projected to continue increasing. Key research areas encompassed the development and integration of assessment instruments, predictive modelling for student performance evaluation, and technological applications in physics education assessment. While publication numbers have grown, the analysis revealed limited international collaboration, suggesting opportunities for expanded cross‐border research partnerships. The study identified five distinct research clusters within physics education assessment, emphasising innovative assessment techniques, technology‐enhanced learning experiences, and the alignment of assessments with both curricular objectives and real‐world applications. Recommendations for future research include developing more adaptive and personalised assessment frameworks, integrating emerging technologies, particularly artificial intelligence, into learning environments, and promoting interdisciplinary approaches that bridge assessment and instruction. This study provides a valuable roadmap for future research initiatives aimed at enhancing assessment practices in physics education.