A Practical Study on Value-Added Assessment in Primary English Education
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Keywords

Value-added assessment
Primary English education
Practical study

DOI

10.26689/jcer.v6i6.3967

Abstract

As a programmatic document to guide the reform of educational assessment, the “General Plan for Deepening the Reform of Educational Assessment in the New Era” clearly points out the requirement for exploring value-added assessment [1]. In the process of exploring, Tennessee Value-Added Assessment System (TVAAS), which was implemented in Tennessee, United States in 1992, has a certain referential significance to the practice of assessment reform in primary English education [2]. This study aims to build a value-added assessment model in line with China’s learning conditions by using big data and carry out pilot experiments in order to promote the development of educational assessment in primary schools.

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