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.