Theses and Dissertations

Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Abraham S. Fischler College of Education


Susanne Flannelly

Committee Member

Linda Gaughan


computer-based assessments, decomposed theory of planned behavior (DTPB), e-assessments, game-based assessments, teacher perceptions, technology-based assessments


This applied dissertation was designed to provide access to current information for administrators, teachers, and staff in an elementary school that is relevant to technology and assessments. The purposes of this study were (a) to examine how the decomposed determinant factors of the DTPB influence the teachers’ intention to adopt technologybased assessments and (b) to explore teachers’ perceptions regarding the benefits and detriments of using technology-based assessments to measure learning outcomes. The Technology-Based Assessment Use Survey (TBAUS) used for this study was adapted from the Ajjan and Hartshorne Questionnaire (AHQ) (Ajjan & Hartshorne, 2008). Convenience sampling was used to select the 16 teachers who completed the TBAUS. A total of 11 of those teachers volunteered and completed the semi-structured interview. Data were analyzed via multiple regression analysis. Quantitative data suggested that teachers’ attitude was the strongest undecomposed construct to predict the teachers’ behavioral intention to use TBAs. Qualitatively, the emerging themes revealed the existence of an influential relationship between the decomposed determinants for teachers’ attitude and intention to use TBAs. Specifically, compatibility and perceived usefulness had the highest number of references coded indicating that teachers’ attitude are influential towards their behavioral intention to use TBAs. Computer-based assessments, e-assessments, mobile assessments, and technology-based assessments and usage in educational settings offer opportunities for both teachers and students to benefit by making strategies of teaching and learning efficient and meaningful (Admiraal, Vermeulen, & Bulterman-Bos, 2020). Although barriers have been identified, studies exploring these barriers to technology use can assist school district administrators, technology developers, and educators in identifying and providing support to help teachers overcome these barriers.