On January 5, 2022, the Evidence-Based Research Center for Education Assessment (ERCEA) lectured on the “Application of Quantitative Analysis Techniques in Focused Classroom Observation” at the Sanjiang Building in Jiangsu University. The lecture was delivered by Associate Professor Kang Cui from the School of Teacher Education and was attended by Professor Huang Jinyan, director of the Evidence-based Research Center for Education Assessment, some teachers, and postgraduate students.

Teacher Kang provided a concise overview of the concept, attributes, categorization, and fundamental procedures of classroom observation. Additionally, Teacher Kang supplemented this information with specific instances to illustrate the data collection, data analysis, and chart creation processes associated with three coding system analysis methods: S-T analysis, FIAS analysis, and classroom teaching behavior theory graph analysis. Furthermore, Teacher Kang elucidated the domains of application, advantages, and disadvantages of these methods. Furthermore, she emphasized the need to optimize and enhance the coding system analysis system, particularly in conjunction with certain courses. She also highlighted the importance of designing and developing coding system analysis systems and accompanying support systems tailored to different courses. Ultimately, the educators in attendance engaged in a fervent discourse over the shift from qualitative to quantitative methods in classroom observation. Additionally, she proposed several noteworthy subjects that merit future investigation. Prof. Huang proposed that classroom observations should adopt a more targeted and precise approach, emphasizing individual behavior. Furthermore, He argued that such observations should not be confined to the classroom setting but should also encompass real-time observations conducted outside the classroom.

This lecture introduces a novel approach for educators and students to examine classroom observation and related domains in the future. It also encourages researchers to employ quantitative approaches in qualitative analysis, facilitating the transition from qualitative to quantitative research.