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Background Until now, test exams at Warsaw Medical University were mostly carried out in the paper-and-pen test form. Beginning in the academic year 2014-2015, it is possible to get a credit and pass a test exam on the ASK Systems e-exam platform. In the academic year 2014-2015 there were three e-exams organised in WMU.The aim of the study The study aimed to compare opinion of students and university teachers from Medical University of Warsaw on e-assessment.Material Study group: 181 persons - 148 students: students, who took part in e-assessment on ASK Systems E-exam platfrom, (Group 1 - 59 students), and students, who did not take part in e-assessment (Group 2 - 89 students) and 33 university teachers (Group 3). Group 1 - 59 women, mean age: 24,96 (min.21, max.44, SD: 5,54). 25 of students has alredy took part in an e-exam apart from university. Group 2 – 55 women, 25 men, mean age: 22,53; min.19, max.32; SD: 2,15, 80 of students has alredy took part in an e-exam apart from university. Group 3 - mean age: 46,57; min. 29, max. 61, SD=10,99; 14 of women, 15 teachers took part in e-exam. Methods Participation in the study (February 22-27, 2015) was voluntary. An anonymus questionnaire survey. E-questionnaire consisted of 58 statements in 5 thematic domains, 5 step Likert scale. Links to the questionnaire were placed on an external server, which ensured anonymity. Reliability assessment of the questionnaire: Cronbach's Alpha coefficient. Analysis of significance of differences between Groups 1, 2, and 3: non-parametric Kruskal-Wallis test, α=0.05. Results Among the study groups, statistically significant differences of opinions and attitudes towards e-exams concerned the following: phrasing questions that would be impossible to phrase in the case of a traditional pen-and-paper test (H=9.661,p<0.008), additional intellectual effort required from students during an e-exam (H=13.283,p<0.001), trends in methods of testing knowledge of students (H=6.366, p<0.042), results of course credits earned on an e-exam platform (H=6.531, p<0.038), possibility of technical error in the examination system (H=7.834, p<0.020), increase of examination stress during an e-exam (H=17.689, p<0.001), concentration problems when reading a question on a computer screen (H=6.604, p<0.037), drawing an individual set of test questions (H=11.634, p<0.003), using multimedia materials in test questions (H=9.798, p<0.008), reducing the opportunity of cheating on exams (H=10.483, p<0.005), and increasing chances for a better result in a test (H=6.891, p<0.032). Conclusions:Due to the fact that students had correct conception of organization of e-exams and positive attitudes towards EE, there is no need of organising special preparation for students regarding computer-aided examinations. It seems to be essential to develop procedures of grading computer-aided exams even before the introduction of this form of examination. Moreover, it also seems necessary to conduct training for university teachers on possibilities that are provided by the ASK Systems e-exam platform with reference to test exam structuring and phrasing test questions, with particular focus on multimedia elements. Owing to a not numerous and non-representative study group, the present study results may be only of a pilot nature and the study needs to be continued in consecutive years.

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