Non-biased assessment becomes a reality when Information and Communication Technology (ICT) is implemented as a pedagogical tool to augment teacher practice and student learning. This paper details a study that was undertaken at a secondary school in Lithuania involving four educators and 200 pupils between 14 and 18 years of age. Both teachers and pupils reported the positive benefits from use of a computer-based test (CBT) strategy. Multiple practices of learning and a shift from individual to collaborative learning combined to indicate three notable changes resulting from the strategy: [1] a change from individual to collaborative responsibility of assessment, [2] a change from individual to a wider and collective knowledge shaping, [3] a change from assessment as an externally defined activity to pupils participation in the assessment procedure, and [4] a change from possibly weighted linear evaluation towards a non-biased dynamic assessment.

Results from the study point to the potentials from CBT applied in education to address future augmented teacher - students' liaisons.