1 Introduction

Diagnostic language assessment is closely related to teaching, aiming to promote student progress through diagnosis and feedback. The validity research of diagnostic assessment needs to focus on the interaction between teaching and assessment and their impact on teaching and learning. Youjianxue (University Edition) is an online diagnostic and assessment system for English education in Chinese universities. The Research and Development Center of Foreign Language Teaching and Research Press has conducted validity and teaching application research. This article aims to construct a diagnostic assessment and teaching interaction research framework suitable for Chinese foreign language education, and explore the path of integrating assessment and teaching through case analysis of Youjianxue.

Research on the Application of Diagnostic Language Assessment in Teaching

The application research of diagnostic language assessment in teaching emphasizes the importance of post assessment effectiveness, which is regarded as a key component of validity. Based on Messick's theory of overall validity, this study explores the two dimensions of "use" and "consequences" in diagnostic assessment, and constructs a research framework for interactive evaluation and teaching. The learning promotion mechanism of diagnostic assessment is its core evidence of aftereffects, closely related to learning oriented assessment (LOA). The LOA work framework involves seven categories of influencing factors, including environment, testing methods, second language proficiency theory, learning factors, teaching factors, classroom interaction, and emotional factors, which collectively affect the learning promoting function of evaluation.

Case Study: Taking Youjixue (University Edition) as an Example

Youjixue (University Edition) is an English proficiency diagnosis system designed for the higher education environment in China, with features such as multi-user, multi feedback, multi-purpose, and resource recommendation. Since September 2022, over 100000 students and 500 teachers from 273 universities have been using the system. The user feedback survey shows that teachers and students have a high overall satisfaction with the system, and most are willing to continue using it and recommend it to others. The research team summarized completed or approved projects through a research framework based on diagnostic language assessment, and found that the research content was rich, but there were relatively insufficient studies on evaluation and interaction in certain aspects.

4. Reflection and Discussion

The challenges of applying diagnostic language assessment in teaching include the lack of assessment literacy among teachers and students, understanding and application of second language proficiency theory, potential over elaboration in assessment design, design and implementation of remedial teaching, and neglect of emotional factors. To address these challenges, research should improve diagnostic assessment tools, explore remedial teaching theories and practices, and utilize cognitive diagnostic theory to enhance the validity of test content and feedback quality. The field of language testing should define the cognitive attributes of language abilities, develop cognitive diagnostic assessments, and describe learning processes and developmental trajectories. The development of the field of learning analytics provides new prospects for personalized learning, and research on remedial teaching requires the design of targeted teaching plans and the adjustment of teaching schedules. The application of educational technology, especially computer adaptive cognitive diagnostic assessment, will enhance the validity and efficiency of assessment, and promote the application of diagnostic assessment in foreign language teaching.

5 Conclusion

Dai Jiagan criticized the traditional examination system for neglecting its improvement and incentive functions. As a language assessment system based on cognitive diagnosis theory, the evaluation function of Youjixue (University Edition) has received attention in the development stage. This article proposes a research framework for interactive evaluation of teaching, and explores the application and post effects of diagnostic assessment in teaching through the application case of Optimal Diagnosis (University Edition). This framework emphasizes the interaction and connection between assessment and teaching, providing a new perspective for the study of the after effects of diagnostic assessment, and helping teaching personnel understand and apply learning evaluation. We hope that research guided by this framework can further enhance the role of diagnostic assessment in promoting learning.