How can classroom technology devices be used to increase student motivation and engagement? Choice-based assessments, classroom activities in which students are given some element of choice in how they meet defined learning objectives, may provide the answer. As educators seek to adequately prepare students for the rapidly changing world that they will enter after high school, they have placed a greater focus on the types of assessment practices used in the classroom. Choice-based assessments, particularly when used with a 1:1 technology device, may have the impact of increasing student motivation to learn and enhancing the development of skills that they may need after high school (Schwartz & Arena, 2013; Tapscott, 2008). To date, there has been minimal research on what choice-based assessments look like in the high school classroom. This book is based upon a comprehensive, peer-reviewed research study of the phenomenon of choice-based assessments in classrooms with 1:1 technology devices through the perceptions of students and teachers at one Maine high school. The state of Maine provides 1:1 technology devices, such as laptops or iPads to its students. A particular focus of this study is to make sense of variety of ways that choice can occur, both in describing the value of each choice behavior, but also the overall assessment activity. Another focus of the research was how technology can facilitate the presence of high-value choice. This study provided four main findings. First, the study found that technology can be used to increase the impact of choice-based assessments. Second, this study suggests that teachers play a critical role in creating opportunities for student choice to occur in classroom assessments. Third, the study shed light upon the positive impact on student motivation that can result when a teacher structures the assessment to include elements of student independence but still provides direct feedback to students during the assessment. Finally, the study found that the variety of choice that can occur during assessments can be organized through the Choice-based Assessment Scale, an instrument that may contribute to education research by being utilized to organize and make sense of this variety, in both type and value that choice can occur. The themes and findings of this book may also benefit teachers and educational leaders by providing useful starting points for both instructional design and professional development in order to increase technology integration and student motivation and student engagement at their school.