Educators often find it difficult to identify variables that accurately assess the knowledge that residents have gained due to their training. Recently in professional education circles, attention has shifted from process to outcome variables, with more emphasis being placed on student gains rather than on program resources. A methodology used extensively to assess undergraduate education is the value-added approach. This methodology is often demonstrated by a change in scores from two administrations of a test instrument that measures students’ specific knowledge or aptitudes. Residency training programs that offer standardized examinations to their residents are in a good position to utilize this evaluation technique. This article will demonstrate how the value-added technique can be used to demonstrate cognitive growth in psychiatric residents by using the Psychiatry Resident In-Training Examination.