Examination in university subjects is often organized as a final exam, sometimes accompanied with a midterm test. Teaching is usually organized in form of regular lectures, sometimes accompanied with practical exercises. It is not uncommon for the student presence at the lectures to be optional. While the outcome of such learning scenarios gives the students more freedom and may teach them responsibility, it may also contribute to fast learning and forgetting of the course material just for the purpose of taking the exams and collecting credits. We take a radically different approach and in several courses we have switched to a different type of course organization. Traditional lectures suffer from being ineffective. Instead, we have replaced the scheduled lectures with recordings and we have extended the weekly practical exercises taking place in computer labs. The first part of the exercise is a written test using a computer, from the material covered in the most recent recording. This is followed by practical exercises on the same topic to put students in a situation where they can reinforce the newly acquired and already verified knowledge. Since a lot of the material covered in these courses is of a theoretical kind, we have to avoid the students being able to communicate, browse the Internet, or view downloaded documents on the computers they are working on. While these requirements can partially be achieved by blocking the Internet access in the computer lab, creating separate accounts used only for testing and blocking some hardware components, they are not always possible, provide organizational obstacles and are not necessarily reliable. We have therefore chosen a different approach: we have implemented our own software for tests that does not require any of such measures because it runs full-screen and monitors, logs and reports any suspicious student activity. The system allows designing tests with both text and graphical descriptions, supports automatic translation of questions in different languages for migrant students who are not fluent in the course language, allows various types of responses, allows easier reuse of the same tests, automatically uploads student solutions to a server. Part of the software is another tool for evaluation of the solutions - either in automatic, semi-automatic or manual mode. The tool also supports automatic integration with our own LMS (L.I.S.T.) that we have been using for more than a decade. Our tool is open-source, freely available and we have been using in three consecutive semesters up till now. We are continuously improving its functionality, stability, and usability. Deployment of the tool has saved a lot of time to the teaching staff and improved the learning process and outcome.

Keywords: Testing, lms, support tools.