Layden, Stephanie2018-05-012018-05-012018-05-01http://hdl.handle.net/11603/10716The purpose of this quasi-experimental study was to examine the impact of test format on student assessment performance. The study focused on the Mathematics District Assessments 1 and 2 after controlling paper-and-pencil platform in Assessment 1 and receiving either a technology-enhanced or paper-and-pencil format in Assessment 2. The null hypothesis was that the assessment performance of the 3rd grade students who were assessed using a technology-enhanced assessment would not be significantly different from the performance of those who were assessed using the paper-and-pencil assessment. The null hypothesis was rejected, as the assessment performance of elementary school students who were assessed using a paper-and-pencil assessment was significantly better than the performance of those who were assessed using the technology-enhanced assessment.32 pagesen-USThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Mathematics (0405)Paper-and-Pencil AssessmentTechnology- Enhanced AssessmentTesting ModeAssessment PerformanceEducation -- Research papers (Graduate).Text