High-school mathematics teachers tend to use computational, constructed response questions in their classroom tests. However, the rapid shift to distance learning resulting from the COVID-19 pandemic created technological obstacles to using these items. This study investigated teachers' reasons for using particular items and how they adapted their assessment practices during distance learning. Teachers reported using computational items because they provided insight into students' thinking, helped with determining point allocations, and prevented academic dishonesty. During distance learning, most sample teachers maintained their use of these items by collecting students' written work via uploaded photographs or a "whiteboard" feature in a paid assessment system. Despite continued use of computational questions, few teachers reported using shown work to determine student understanding or to assign partial credit. Instead, they relied heavily on auto-grading and reported collecting student work mostly to deter cheating. Implications of these findings and future directions for research are discussed.