While computer-based tests might be as simple as computerized versions of paper-and-pencil examinations, more innovative applications also exist. Examples of innovations in computer-based assessment include the use of graphics or sound, some measure of interactivity, a change in the means in which examinees responded to items, and the application of computer-scored partial credit models. A set of items was developed in conjunction with a college-level introductory computer course and field tested with 93 students. Item types were evaluated on three dimensions: (1) the technological functioning of alternative features; (2) reactions from examinees to the innovations; and (3) the psychometric performance of the items in comparison with existing paper-and-pencil assessments. The computer test consisted of four sections, each containing four items. Features under investigation included innovations in item stems and response modes. Innovations in item stems involved the use of sound or graphics, and alternative response modes involved having examinees select multiple responses, click on a graphic, or play sounds before selecting an answer. The investigation found generally positive results. For the most part, the technology worked as expected, and examinees were largely positive about the computer examination. The incorporation of sound was the most radical change, provoking positive reactions and genuine concerns. The psychometric functioning of the various item types appeared adequate. Results suggest that a continuing development process that uses and evaluates the items on the test administration platform should be the best guarantee of success in construction of computerized tests. An appendix contains the student survey. (Contains two tables and four figures.) (SLD)