Over the past several decades, a wider range of assessment strategies has gained prominence in classrooms, including complex assessment items such as individual or group projects, student journals and other creative writing tasks, graphic/artistic representations of knowledge, clinical interviews, student presentations and performances, peer- and self-evaluations, and portfolios. Assessment items such as individual or group projects, paper writing, creative tasks, and graphic/artistic knowledge representations are complex in nature. Furthermore, the evaluation process for these items differs from other usual assessment approaches. The former items heavily rely on quality oriented attributes. Many high order skills must be employed while developing them; computerizing such activities is not easy. The assessment of those items cannot be done using simple test items such as multiple choice questions (MCQs) and fill-in-the-blanks as they are not suitable methodologies for testing the intricacies related to the field of study. MCQs, matching, and fill-in-the-blank type questions, have definite measures for selecting the answers and they are easier to computerize. They assess only the surface level knowledge related to the field of study. This paper deals with the methods used for these types of tasks and the importance of better approaches in the web-based learning environment. Especially, for the assessment of web design products constructed by learners of web-based learning environment, the use of analytical hierarchical process, one of the multi-criteria decision models, is discussed. Also, use of Group Decision Support System (GDSS) is highlighted for defining a system of unbiased assessment. (Contains 15 tables and 5 figures.)