Multiple intelligences, with its hypothesis and implementation, have ascended to a prominent status among the many instructional methodologies. Meanwhile, pedagogical theories and concepts are in need of more alternative and interactive assessments to prove their prevalence (Kinugasa, Yamashita, Hayashi, Tominaga, & Yamasaki, 2005). In general, item templates adopted in current on-line testing system are mostly true and false, multiple choice and multiple selection. More sophisticated interactive alternatives such as click and select, drag and drop, link, collide and magnetize are still in great demand. The fact that the lack of template alternatives has made it difficult for the general teachers to incorporate interactive items into testing. To underpin interactive multimedia test, this research has cultivated interactive item template as the basic sharing atomic unit. In addition, a corresponding visual item authoring system Interactive Test Item System (ITIS) (Koong et al., 2007), and an auto-grading examer were developed. Meanwhile, an item sharing website based on Web2.0 was constructed, through which users can exchange the created interactive item templates, interactive items, and interactive test sheet. The design of on-line visual authoring item editor has made it possible to create items by click and select, drag and drop, link, or parameter setting. Multimedia such as text, image, audio, and animation can be added, deleted or set to the wished animated effect to created into an interactive item, while on-line interactive testing as well as auto-grading are supported. The system was applied to the 5th graders to assess their learning performance on Social Studies. Focuses of this research are on investigating: (1) differences between interactive multimedia test and the conventional paper-and-pencil examination; (2) performance of student of different capability with different testing approaches; and (3) testee's opinions toward ITIS. Essential findings areas follows: (1) student's performance was consistent either in interactive test or paper-and-pencil examination, signifying capability can be tested through the system. Also, little discrimination was shown between two types of testing; (2) better performance was indicated when underachievers were implemented interactive multimedia test; and (3) positive attitudes was shown by students who have taken interactive multimedia test. (Contains 10 tables and 6 figures.)