A Bibliometric Analysis of Articles on High-Stakes Testing Between 2000 and 2024

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.