This paper reports on the proposed transfer of a paper-based English proficiency exam to an online platform. We discuss both the potential predetermined advantages, which were the impetus for the project, and also some emergent benefits, which prompted an in-depth analysis and reconceptualisation of the exam's role, which in turn we hope will promote positive washback as well as washforward. This change will be afforded through more granular feedback on student performance, which will be facilitated by the online platform. [For the complete volume, "Innovative Language Teaching and Learning at University: A Look at New Trends," see ED594807.]