Research on the Construction of a Value-Added Evaluation System for Public Courses in Higher Vocational Education

Qian Zhang

doi:10.63313/EH.9022

Authors

Qian Zhang School of General Education, Wenzhou Polytechnic, Wenzhou, Zhejiang 325035, China Author

DOI:

https://doi.org/10.63313/EH.9022

Keywords:

Academic Value-added Evaluation, Higher Vocational Colleges, Public Courses, Construction of Evaluation System

Abstract

Based on an in-depth exploration of the concept and connotation of academic value-added assessment, this study identifies four value-added assessment methods, including the Student Growth Percentile (SGP), and conducts a com-parative analysis of their applicable contexts and evaluation effects. The study then applied these methods to assess and compare the learning outcomes of the Practical English course for students in higher vocational colleges in W City. The results showed that, while the four value-added evaluation methods displayed both differences and consistencies in overall trends, the individual valueadded performance of students exhibited clear heterogeneity. Accordingly, a studentcentered hybrid value-added evaluation model for higher vocational public courses was constructed, providing a systematic framework for monitoring student learning progress and supporting targeted instructional interventions.

References

[1] Central Committee of the Communist Party of China, & State Council. Overall Plan for Deepening the Reform of Education Evaluation in the New Era [A/OL]. (2020-10-13) [2022-05-24]. http://www.gov.cn/zhengce/2020-/10/13/content_5551032.htm

[2] Hershberg, T., Adams, S. V., & Lea-Kruger, B. The Revelations of Value-Added. The School Administrator, 2004, 12: 10-14.

[3] Sanders, W. L., & Horn, S. P. Research Findings from the Tennessee Value-Added Assess-ment System (TVAAS) Database: Implications for Educational Evaluation and Research. Journal of Personnel Evaluation in Education, 1998, 12(3): 247-256.

[4] Chen, A., & Guan, D. Comparative Analysis and Empirical Study of Several Value-Added Evaluation Methods. China Examination, 2022, (09): 54-62. DOI:10.19360/j.cnki.11-3303/g4.2022.09.008

[5] Wang, S., Yao, S., & Wang, M., et al. Empirical Study of Value-Added Evaluation Based on the Student Growth Percentile Model. China Examination, 2020, (09): 46–51.

[6] Betebenner, D. W. Norm- and Criterion-Referenced Student Growth. Educational Meas-urement: Issues and Practice, 2009, 28(4): 42-51. https://doi.org/10.1111/j.1745-3992.2009.00161.x

[7] Xin, T., Zhang, W., & Li, X. Review and Prospects of Value-Added Evaluation. China Educa-tional Review, 2009, (04): 40-43.

[8] Wang, S. Value-Added Evaluation: A New Direction in Educational Assessment. Shandong Education, 2023, (29): 31-32.

[9] Feng, L., Chen, X., & Wan, H. Application, Comparison, and Reflection on Undergraduate Academic Value-Added Evaluation Methods: A Case Study of Teacher Training Majors in a City. Shanghai Educational Assessment Research, 2024, 13(01): 56-61. DOI:10.13794/j.cnki.shjee.2024.0005

[10] Zhuang, X. The Significance of Value-Added Evaluation for High-Quality Development in Vocational Education. China Vocational and Technical Education, 2021, (04): 12-17.