Assessment and Evaluation in the Senior High School: A Systematic Literature Network Analysis

Abstract

Introduction: assessment and evaluation have become central to shaping educational quality in senior high schools, reflecting global reforms that emphasize competency-based frameworks and holistic learning. 
Methods: the study uses a Systematic Literature Network Analysis (SLNA), combining bibliometric analysis with a Systematic Literature Review (SLR). This study aimed to describe the dominant themes, methodological patterns, and innovations in assessment practices between 2015 and 2025, while identifying persistent challenges and opportunities for reform. The 43 peer-reviewed articles were selected from the Scopus database based on strict inclusion criteria, with the data thematically analysed and visualised using bibliometric network mapping.
Results: the findings reveal a marked shift from traditional, summative models toward competency-based assessment, with increasing attention to higher-order thinking skills, reflective strategies, and student self-assessment. Teacher agency and professional development emerged as critical factors in shaping assessment cultures, although systemic challenges such as policy–practice misalignment, limited training, and the digital divide constrain implementation. This study contributes to the existing body of knowledge by synthesizing pedagogical, psychological, and organizational perspectives, thereby framing assessment as a multidimensional construct that drives educational equity and quality. The results underscore the importance of culturally responsive and contextually adaptable practices.
Conclusions: future research should explore scalability, sustainability, and cross-context validation to ensure that assessment reforms in senior high schools remain effective and equitable.