{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/86630"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/86630","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Technology-Enhanced Assessment Item Types and Their Relations to Student Mathematics Performance, Teacher Perceptions, and Concerns","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Polat, Joseph; 0000-0003-3620-3208"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Son, Ji-Won","Learning and Instruction"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-02-21T21:35:49Z","date_published":"2025-02-21T21:35:49Z","updated_at":"2026-07-27T19:05:32Z","subjects":["mathematics education"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/86630","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Son, Ji-Won","Learning and Instruction"]},{"key":"dc:creator","label":"Author","values":["Polat, Joseph; 0000-0003-3620-3208"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-02-21T21:35:49Z","2020"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["mathematics education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/86630"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","Computer-based testing has been attractive to educators for multiple decades. Although there is a growing trend of implementing computer-based tests in standardized state testing, little is known about whether and how technology-enhanced items influence student performance and engagement in standardized tests. We also rarely know about teachers’ use and concerns on technology-enhanced assessment items. Technology-enhanced assessment items have the potential to provide improved measures of student knowledge over traditional item types because they require students to produce rather than select a response. The purpose of this dissertation study is to investigate how technology-enhanced items (i.e., drag and drop, keyboard entry, and multiple enhancements) impact performance and engagement of middle school students when taking standardized tests. This study also investigates how teachers view technology-enhanced items. In this study 338 middle school students took an online test that included both multiple-choice and technology-enhanced items to measure middle school Common Core Mathematics standards. 40 teachers completed a survey that asks about their concerns and perceptions of the impact of use of technology-enhanced items. In order to analyze student performance and engagement, a paired T-test and ANOVA were used. In order to evaluate teacher perceptions and concerns on technology-enhanced assessment items, a survey and follow-up interviews with a small number of teachers were conducted. The results of the study revealed that students perform better and spend less time with multiple-choice items but engage better with technology-enhanced items. There was no variation between subgroups identified for the performance difference between multiple-choice items and technology-enhanced items. Student surveys revealed that, students mostly show a positive attitude towards technology-enhanced item types. A similar result revealed by teacher surveys, teacher self-reported survey results suggested that most teachers also show a positive attitude towards technology-enhanced items but lack knowledge and experience with them. The findings of this study contribute to existing literature on the topic by explaining the performance and engagement variation between technology-enhanced items and multiple-choice item types. This study also provides suggestions to school administrators, providers of professional development, and teachers regarding what supports teachers need in order to facilitate their efforts when using technology-enhanced items. The findings of the study lay down a foundation for future studies in this field.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Technology-Enhanced Assessment Item Types and Their Relations to Student Mathematics Performance, Teacher Perceptions, and Concerns"]}]}],"canonical_facts":{"dc:contributor":["Son, Ji-Won","Learning and Instruction"],"dc:creator":["Polat, Joseph; 0000-0003-3620-3208"],"dc:date":["2025-02-21T21:35:49Z","2020"],"dc:description":["Ph.D.","Computer-based testing has been attractive to educators for multiple decades. Although there is a growing trend of implementing computer-based tests in standardized state testing, little is known about whether and how technology-enhanced items influence student performance and engagement in standardized tests. We also rarely know about teachers’ use and concerns on technology-enhanced assessment items. Technology-enhanced assessment items have the potential to provide improved measures of student knowledge over traditional item types because they require students to produce rather than select a response. The purpose of this dissertation study is to investigate how technology-enhanced items (i.e., drag and drop, keyboard entry, and multiple enhancements) impact performance and engagement of middle school students when taking standardized tests. This study also investigates how teachers view technology-enhanced items. In this study 338 middle school students took an online test that included both multiple-choice and technology-enhanced items to measure middle school Common Core Mathematics standards. 40 teachers completed a survey that asks about their concerns and perceptions of the impact of use of technology-enhanced items. In order to analyze student performance and engagement, a paired T-test and ANOVA were used. In order to evaluate teacher perceptions and concerns on technology-enhanced assessment items, a survey and follow-up interviews with a small number of teachers were conducted. The results of the study revealed that students perform better and spend less time with multiple-choice items but engage better with technology-enhanced items. There was no variation between subgroups identified for the performance difference between multiple-choice items and technology-enhanced items. Student surveys revealed that, students mostly show a positive attitude towards technology-enhanced item types. A similar result revealed by teacher surveys, teacher self-reported survey results suggested that most teachers also show a positive attitude towards technology-enhanced items but lack knowledge and experience with them. The findings of this study contribute to existing literature on the topic by explaining the performance and engagement variation between technology-enhanced items and multiple-choice item types. This study also provides suggestions to school administrators, providers of professional development, and teachers regarding what supports teachers need in order to facilitate their efforts when using technology-enhanced items. The findings of the study lay down a foundation for future studies in this field.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/86630"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["mathematics education"],"dc:title":["Technology-Enhanced Assessment Item Types and Their Relations to Student Mathematics Performance, Teacher Perceptions, and Concerns"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:32Z"}