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Kan, W., & Sun, Y. (2025). Theory Borrowing, Indicator Construction and Practical Principles of School Evaluation in China’s Basic Education: An Educational-Ecology Perspective. Fudan Education Forum, 2, 23-30.

has been cited by the following article:

• 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.