Worldwide, fewer and fewer work tasks are done using paper and pen, yet most high-stakes assessment in schools continues to use this primitive technology. This paper reports on one component of a project investigating the use of digital technologies to facilitate assessment tasks for high-stakes summative purposes in senior secondary courses. It reports on how a computer-based production exam was implemented in 17 final-year secondary school classes for the Applied Information Technology course in Western Australia. Further, it compares the comparative pairs method of marking with a more traditional analytical method. The conclusion was that this digital form of assessment should replace the existing paper-based exam; however, it was less certain which method of marking should be applied.