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Zhang, W. C. (2023). Practical Challenges and Breakthrough Pathways in the Integrated Implementation of Science Education across Primary and Secondary Schools. Journal of Teacher Education, 10, 47-55.

has been cited by the following article:

• TITLE: Based on Value-Added Assessment: Investigation into the Current Situation of Primary School Students’ Scientific Literacy and Dilemma

  AUTHORS: Jun Zhang, Mengna Ye, Jingyi Jin, Bingbing Wang, Wusi Wu

  KEYWORDS: Value-Added Assessment, Scientific Literacy, Primary Students, CIPP Model, Educational Equity

  JOURNAL NAME: Open Journal of Social Sciences, Vol.13 No.11, November 26, 2025

  ABSTRACT: This study investigates the current situation of primary school students’ scientific literacy across 121 schools in Zhejiang Province based on value-added assessment. Findings reveal uneven development across dimensions, with the highest value-added in scientific participation and the lowest in scientific ability. Females outperform males in overall scientific literacy, yet show no significant difference in value-added gains. Rural schools exhibit catch-up potential despite initial lower scores. The study identifies policy implementation discrepancies and resource allocation mismatches, recommending policy optimization, strengthened teacher support, teaching reform, and innovative evaluation systems.