School is one of the main positions to implement quality education. School teaching is the most important and basic part of the whole education cause, which is related to the development of students in their whole life. However, many colleges have many problems in carrying out teaching activities. College students generally lack the ability of independent thinking and judgment, especially in the aspect of logical thinking. As a result, they tend to fall into a fixed thinking pattern and their own quality cannot be fully developed. Therefore, people must pay attention to and strive to address the issues existing in school education. Only in this way can people ensure that the trained people can comprehensively improve the quality of talent training. Learning analysis is a new teaching mode. This way not only enables learners to grasp knowledge more intuitively, but also applies theoretical knowledge to practical activities, providing students with richer and more vivid teaching content and more flexible and convenient teaching system. This paper discussed some problems in college teaching at the present stage, expounded the construction of classroom teaching mode based on learning analysis technology in detail from the theoretical point of view, put forward new classroom teaching diagnosis methods and improvement strategies, and laid a solid foundation for improving college students’ learning achievements and cultivating innovative talents. By comparing the classroom teaching system before and after the improvement based on learning analysis technology, it was proved that the optimized teaching method can greatly mobilize the enthusiasm of students. At the same time, it can improve the problems existing in the conventional teaching mode, enhance the learning effect, and improve the achievement of teaching objectives by about 12.84%. The teaching quality has been significantly improved. This research can not only help colleges and universities to carry out relevant curriculum education, but also promote the progress of modern society and provide important support for training high-quality talents.

Jinmi Zhao, Yuhan Wei. Evaluation on the Construction of the Diagnosis and Improvement Model of College Classroom Teaching Based on Learning Evaluation Technology. International Journal of New Developments in Education (2024), Vol. 6, Issue 1: 187-195. https://doi.org/10.25236/IJNDE.2024.060131.

[1] Metzger, Kelsey J. "SMASH: A diagnostic tool to monitor student metacognition, affect, and study habits in an undergraduate science course." Journal of College Science Teaching 47.3 (2018): 88-99.

[2] Clausen, Jon M. "TPACK leadership diagnostic tool: Adoption and implementation by teacher education leaders." Journal of Digital Learning in Teacher Education 35.1 (2019): 54-72.

[3] Bowe, Melissa, and Tyra P. Sellers. "Evaluating the performance diagnostic checklist‐human services to assess incorrect error‐correction procedures by preschool paraprofessionals." Journal of Applied Behavior Analysis 51.1 (2018): 166-176.

[4] Hardy, Ilonca, Jasmin Decristan, and Eckhard Klieme. "Adaptive teaching in research on learning and instruction." Journal for educational research online 11.2 (2019): 169-191.

[5] Heitzman, Nicole. "Facilitating diagnostic competences in simulations: A conceptual framework and a research agenda for medical and teacher education." Frontline Learning Research 7.4 (2019): 1-24.

[6] Sivarajah, Rebecca T. "A review of innovative teaching methods." Academic radiology 26.1 (2019): 101-113.

[7] Lu, Owen HT. "Applying learning analytics for the early prediction of Students’ academic performance in blended learning." Journal of Educational Technology & Society 21.2 (2018): 220-232.

[8] Lewis, Catherine E., David C. Chen, and Anju Relan. "Implementation of a flipped classroom approach to promote active learning in the third-year surgery clerkship." The American Journal of Surgery 215.2 (2018): 298-303.

[9] Chernikova, Olga. "Simulation-based learning in higher education: a meta-analysis." Review of Educational Research 90.4 (2020): 499-541.

[10] Zhang, Jiahua. "What learning analytics tells us: Group behavior analysis and individual learning diagnosis based on long-term and large-scale data." Journal of Educational Technology & Society 21.2 (2018): 245-258.

[11] Bao, Haogang. "The effects of a learning analytics dashboard on teachers’ diagnosis and intervention in computer-supported collaborative learning." Technology, pedagogy and education 30.2 (2021): 287-303.

[12] De Hoyos, Rafael, Alejandro J. Ganimian, and Peter A. Holland. "Teaching with the test: experimental evidence on diagnostic feedback and capacity building for public schools in Argentina." The World Bank Economic Review 35.2 (2021): 499-520.

[13] Cui, Ruiguo, and Peter Teo. "Dialogic education for classroom teaching: a critical review." Language and education 35.3 (2021): 187-203.

[14] Van der Lans, Rikkert M., Wim JCM Van de Grift, and Klaas van Veen. "Developing an instrument for teacher feedback: using the rasch model to explore teachers’ development of effective teaching strategies and behaviors." The journal of experimental education 86.2 (2018): 247-264.

[15] Ricardo Milla Toro. "Teaching Performance Evaluation Model: Preparation for Student Learning within the Framework for Teacher Good Performance." Journal of Educational Psychology-Propositos y Representaciones 6.2 (2018): 431-452.