TITLE:
Construction and Practical Outcomes of a Value-Added Evaluation Model for Elementary Science Education
AUTHORS:
Jingyi Jin, Jun Zhang, Mengna Ye, Bingbing Wang, Wusi Wu
KEYWORDS:
Elementary Science Education, Value-Added Assessment, Multilevel Models, CIPP Theory, Scientific Literacy
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.13 No.11,
November
26,
2025
ABSTRACT: To address the challenge that summative assessments in elementary science education fail to adequately reflect student growth and the “net effect” of schools, this study developed a value-added evaluation system grounded in CIPP theory and a multilevel model, proposing a “1 + 3 + X” practical framework. Empirical analysis of 121 elementary schools in Zhejiang Province revealed that classroom participation and parental involvement exert a significant positive influence on science literacy gains, while school environment and teaching processes amplify this effect. Practice demonstrates that this model effectively enhances students’ scientific literacy and promotes high-quality, balanced development of science education across the region.