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An IERI – International Educational Research Institute Journal

Fig. 1 | Large-scale Assessments in Education

Fig. 1

From: A primer on continuous-time modeling in educational research: an exemplary application of a continuous-time latent curve model with structured residuals (CT-LCM-SR) to PISA Data

Fig. 1

Differences between measurement of change (A), modeling of change (B, D) and theories of change (C). Panel A Simulated data for a single observation unit examined at ten measurement occasions. Panel B DT autoregressive effects are usually interpreted by reference to a constant process mean. The process mean is represented by the horizontal dotted line. Panel C In theories of change, it is usually assumed that there is continuous existence of observation units and continuous change of variables, which is represented by the solid line connecting successive measurements. Panel D A linear trajectory smoothed through the data, as is done in (linear) growth-curve models. The model-implied trajectory interpolates any time point and can be used to predict values for any time-interval using time as a continuous predictor

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