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Kang, L. Y., Ye, H. Z., Zhu, K., et al. (2022) Evidence-Based Evaluation: Construction and Application of a Value-Added Assessment Model for Teacher Network Collaborative Professional Development. Journal of Distance Education, 5, 62-71.

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• TITLE: Value-Added Assessment in English Language Teaching: A Study and Implementation under the OBE Framework

  AUTHORS: Miaomiao Dong

  KEYWORDS: Outcome-Based Education (OBE), Course Teaching Objectives, Value-Added Assessment

  JOURNAL NAME: Open Access Library Journal, Vol.12 No.3, March 24, 2025

  ABSTRACT: In the context of the ongoing reform of educational evaluation, this study examines the implementation pathways of value-added assessment. Utilizing a horizontal comparative analysis of course objective achievement and leveraging SPSS software alongside individual trajectory analysis tools, this research longitudinally tracks and compares students’ learning value-added. The results demonstrate that value-added assessment can effectively and intuitively reflect students’ learning progress and outcomes, providing critical evidence for diagnosing future learning needs and continuously optimizing learning strategies. Future work will further explore the potential application of information technology within value-added assessment models to conduct more in-depth analyses of students’ learning value-added. Ultimately, this research aims to offer more precise support for instructional improvement and personalized student development.