In mathematics education, assessment is increasingly conducted using computer- or tablet-based technologies as alternatives to the traditional paper-and-pencil format. Several studies have examined the impact of test mode (computer vs. paper) on test performance in mathematics, but these studies have produced mixed results and few studies attempted to determine if students' degree of computer familiarity affected their computer-based scores. The study compared the computer-based test (CBT) scores with the paper-based test (PBT) scores of 53 high school students. The study also attempted to measure students' degree of computer familiarity through the use of a survey to determine if computer familiarity was related to CBT scores. Computer familiarity was measured using a self-report survey constructed by the researcher. Correlation, t-test and regression procedures were used to investigate potential relationships between CBT scores, PBT scores, and computer familiarity. None of these statistical tests produced a significant result, indicating that at least for this sample, there was no difference between CBT and PBT scores and no relationship between computer familiarity and either test score. These results indicate that the use of computer-based tests in mathematics does not affect the scores that students earn, and that computer familiarity has no relationship with CBT scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]