The article presents range of problems, connected with computerized procedures of attestation control, such as their elaboration, application, advantages and disadvantages. The experience of working with so called “contextual insertion method” as a technological solution, that allows overcoming the limitations of classical tests and provides complex approach to diagnostics of students’ knowledge, is described. The results of substantive and psychometric testing of this method on example of the students of department of psychology of Lomonosov Moscow State University are discussed. Participants performed tests within the bounds of “The foundations of psychodiagnostics” course. The result of literacy test is analyzed separately. The prospects of method in carrying out current and final control are proved, the limits of its use and possible organizational difficulties are delineated. 

The article describes the results of the several years introduction of computerized testing in the outcome examinations for the final year students of psychological faculty of the Lomonosov Moscow State University. The procedure of testing, the features and the structure of the test item bank, technological and organizational issues are discussed including the procedural rules for students and professors. The main focus of the article is statistical analyses of the obtained correlations between test scores, traditional oral exam scores and academic history scores for all years in the university. As a result of the systematic improvements of test item bank the correlation between test scores and academic history scores increased each year and is equal last year 0.72 (the Pearson’s linear correlation coefficient) and 0.86 (Gulford’s coefficient for extreme groups). At the same time the analogical correlation for oral exams remained at the same level (0.55—0.59 the Pearson’s linear correlation coefficient).