All stakeholders are aware of the importance of measuring performance in higher education at the university/college level. Generally the performance indicators used for this purpose have focused on graduation rates and/or final examination scores, rather than the performance-enabling processes. Further, the most commonly used method for knowledge transfer is the traditional classroom teaching, which should be tracked/monitored continuously during its delivery process. It can help in the detection and correction of existing and impending problems, if any, in the teaching and learning processes. Further, the students' attitude towards learning, that is, their readiness/willingness and interest should also be taken into consideration while measuring the performance of classroom teaching. In the present paper, the model for measuring classroom performance illustrated by Grygoryev and Karapertrovic (2005) is used to measure the performance of under-graduate Engineering students in two BTech. (Mechanical) courses, namely, fluid mechanics (FM) and experimental methods and analysis (EMA). Classroom assessment techniques (CATs) along with the statistical process control (SPC) have been used to analyse the learning performance. Further, the data for student's readiness and interest factors are collected and their positive influences on knowledge gain are established. (Contains 7 tables and 8 figures.)