Computer-assisted assessment continues to be incorporated into more and more mathematics courses. As this method of testing is used, questions are created to use through computer-assisted assessment. This study analyzed two types of questions used on computer-assisted assessment in Calculus I, II, and III courses. The first question type was pooled questions, which are questions that are randomly chosen from a small item pool. The second type of question is multi-step questions, which are questions broken down into parts such that a student must submit their answer for a part of the question before viewing and working the next part of the question. Breaking the questions into three categories (pooled questions that were not multi-step, multi-step questions that were not pooled, and multi-step questions that were pooled), this study used qualitative methods to categorize items onto Anderson et al.'s (2001) Taxonomy Table and used quantitative methods to further analyze the psychometric properties of the three item types through use of the Partial Credit Model (Masters, 1982) and the Graded Response Model (Samejima, 1997). Multi-step questions allow for consistent partial credit to be awarded through computer-assisted assessment by breaking the questions into parts and awarding points based on correct answers submitted on each part. Multi-step questions allow for more partial credit categories, which leads to more information that can distinguish students working the exams. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]