Testing as an assessment technique has been widely used at all levels of education--from primary to higher school. The main purpose of the paper is to evaluate the effect of context-based testing in teaching and learning of analytical chemistry in a Russian university. The paper formulates the objectives of context-based testing, discusses its features and compares with conventional testing; proposes a model of constructing and administering context-based testing; provides examples of context-based tests. The experiment was conducted at the Ural Sate University of Economics (Russia) with bachelor's degree students with nonscience majors. Students were assigned to one of the experimental conditions: in the control group, traditional tests were carried out, while the experimental group students experienced context-based testing. The statistical data--students' test scores--obtained at all stages of the experiment were analyzed on the basis of statistical criteria (Shapiro-Wilk, Student's T, Fisher). The findings of our experiment enable us to answer the guided research questions. Context-based testing may be considered as an essential component of context-based teaching and learning. In comparison with conventional testing, context-based testing could impact developing knowledge of fundamental analytical chemistry concepts and contribute to more solid knowledge.