Laitusis, Cara CahalanStone, ElizabethAttali, YigalFigueroa, ChantalJohnstone, Christopher2015-08-112015-08-112013-12https://hdl.handle.net/11299/173793A report covering a study that was part of a larger research project originally designed to investigate an approach to Alternate Assessments with Modified Achievement Standards that provides immediate feedback and revision opportunities for students when they answer test items. After answering an item, students would receive feedback about whether the answer was correct or incorrect and would be given additional chances to correct their answer (for partial credit). This particular study employed cognitive interviews to determine whether: (a) Feedback and Revision had a qualitative impact on student interaction with the assessment (i.e., students' interview responses suggest that the feedback and revision feature had an impact on those students' success on the test), and (b) there were qualitative differences between groups of students with and without disabilities (i.e., students' interview responses suggest that the utility and effects of feedback and revision differ for these two groups).enK-12 educationdisabilityeducational accountabilityeducational assessmenteducational accommodationsReport