As part of the growing interest in the measurement of complex constructs in recent years, a body of research examining the extent to which videos are a useful alternative to written text in tests and assessments has emerged. Early attempts to replace written text with videos featured actors, but lately, animated videos have become more popular. However, the few studies that have examined the use of videos (animated or acted) in assessment have focused purely on reporting the results of these endeavors, with little to no information provided about the process of transforming a test from text to video format. With this in mind, the aim of this paper is to outline the key issues that need to be considered when developing animated videos in an assessment context. Various decisions that need to be made are discussed and suggestions for overcoming challenges that may be encountered are offered. These considerations are intended to help anyone interested in the use of animated videos to enhance the validity of decisions made on the basis of assessments, including, but not limited to, educators, certification and licensure test developers, and those involved in personnel selection.