Technological advancements continue to drive innovation in CBA. Presently, test developers already incorporate multimedia elements into their CBAs (de Klerk, 2012). Educational institutions are designing technologybased assessments and items in a growing rate (Bennett, 2002). These assessments simulate a highly contextualized environment and students are confronted with tasks that they could encounter in real life (Issenberg, Gordon, Gordon, Safford, & Hart, 2001; Ziv, Small, & Wolpe, 2000). The general rationale behind innovative assessments is that they provide more meaningful observations about student skills than traditional multiple-choice tests or performance-based assessment (PBA). For example, research has shown that immersive environments are capable of capturing observations that is not possible to capture in a conventional classroom setting (Clarke, 2009; Ketelhut, Dede, Clarke, Nelson & Bowman, 2008). In scientific literature, multimedia and even immersive virtual reality possibilities are being discussed in relation to assessment (Susi, Johanneson, & Backlund, 2007; Sliney & Murphy, 2011; Clarke-Midura & Dede, 2010). Thus, technological progress provides opportunities for the design and development of innovative and interactive technology-based assessments. However, technological advancement in assessment is ahead of research and psychometrics.