Abstract: This paper is oriented towards the digital teaching situation of advanced mathematics in colleges and universities, focusing on the dominance of final exams and the difficulty in incorporating learning data into the evaluation system. It proposes an evaluation framework composed of goal coding, evidence classification, rule expression, dual-channel feedback and improvement traceability, with platform logs, assignment works, test papers and classroom interaction records as evidence sources. Clarify the boundaries of the uses of diagnostic evidence and certification evidence. After the framework is operational, the evaluation conclusions can serve specific goals, continuous evidence can be obtained for course quality monitoring, teachers can obtain actionable classroom adjustment information, and students can obtain feedback data pointing to correction tasks.

Key words: Digitalization, Advanced mathematics, Teaching evaluation system, Learning data, Course quality, Higher education institutions