Against the background of concerns for how paper-and-pencil testing fits into contemporary language teaching, this brief research report presents the findings of a first study on the difference in scores between in-class testing and online testing in a communicative and proficiency-oriented program. A total of 244 students of third-semester Spanish at the university level participated. One hundred twenty-four took tests online, while 120 took tests in class. Results showed no difference between the scores, suggesting that at least for this particular kind of program, in-class testing can be altered and moved online, freeing up class time for alternative measurements (in this case, curriculum-specific can-do statements).