It is often thought that the aim of digital assessment, both summative and formative, is efficiency for teachers: grading is less time-consuming, more accurate, more reliable and there is less paper involved. This is absolutely true. Besides the potential offered by digital assessment for improving education is equally as important. For example, it makes it possible to provide test items with video, to randomize parameters, enables direct feedback to students, and enables tests (items) to be adapted to different student levels. Furthermore, students are used to type on a computer in stead of using paper and pencil. These are just some of the examples about how digital assessment can improve education. However, performing assessments on computers requires some mechanism which only allows selective access to tools. For example, students should not be able to access the internet and communicate during an assessment (in most cases). In collaboration with the TELT team the educational program Applied Math set out a pilot with chromebooks to establish whether chromebooks could be used effectively and securely to deliver a math exam using the online application MyLapsPlus. Almost 60 Electrical Engineering students took part in the pilot. More information about the pilot can be found on the TELT site of the University of Twente.