Configural frequency analysis (CFA) is suggested as a technique for longitudinal research in educational psychology. Assuming that N testees have been rated t times on an ordinal variable (e.g., grades in a subject), the emerging patterns, which are defined in the text, may be tested for changes in grades. By rating the N testees for change only, the resulting change ratings (-= +), which also are described in the text, may be tested for types of change and of complementary change patterns. Testing for types of change of ratings (grades) and for ratings of change is illustrated by data from three courses in statistics from a cohort of 128 students at Marburg University (FRG).
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