In this article, we propose an analysis of the implementation of automatic and diagnostic online placement tests at Universidade Aberta (Portugal) as a result of the 2020 pandemic, which prevented undergraduate paper based exams from being administered at the University. We will discuss the advantages online testing has on planning, marking and student placement. We also analyse the harmonising criteria that were put in place for the four existing foreign languages at the Universidade Aberta (German, English, French and Spanish) as well as the pedagogical strategies related to this type of assessment. Finally, we draw up an evaluation of this experience, demonstrating the specificities of this type of assessment in higher distance education.