At Brunel University, we have been using maths e.g. for online weekly tests and exams for our large service maths modules and foundation-level students (at the school/university interface). I will discuss how this has been embedded within our syllabuses to maximise learning, whilst recognising and minimising the potential for cheating. The second part of the talk will consider a European engineering first-year maths syllabus; although much is common to the UK, some topics have required the development of new question types to assess effectively more theoretical and definition-based analysis question. I will discuss the pros and cons of the existing question types and show how the new question types work.