This paper scrutinizes the increasing trend of using international large-scale assessment (ILSA) data for causal inferences in educational research, arguing that such inferences are often tenuous. We explore the complexities of causality within ILSAs, highlighting the methodological constraints that challenge the validity of causal claims derived…

Analysis of user-generated data (for example process data from logfiles, learning analytics, and data mining) in computer-based environments has gained much attention in the last decade and is considered a promising evolving field in learning sciences. In the area of educational assessment, the benefits of such data and how to exploit them are…

One major challenge of longitudinal data analysis is to find an appropriate statistical model that corresponds to the theory of change and the research questions at hand. In the present article, we argue that "continuous-time models" are well suited to study the continuously developing constructs of primary interest in the education…