Critical situations bring correctives in daily activities. This is exactly the situation created as a result of the pandemic, when a lot of activities moved online. Thus, the pandemic also brought its corrections, moving many activities to the online version. Starting almost from the beginning of the pandemic, many teaching activities have been transferred onto the online. Although distance learning procedures are not something new in teaching, however, the massive transition to online development at all levels had been a little unusual for distance learning, because it still consisted of activities that used to take place in the classroom. These are particularly activities that require more rigorous control, including both summary and final evaluations. One of the most important criteria of evaluations is objectivity. This criterion belongs to both actors of the evaluation: teacher and student. The teacher must carefully weigh the load of the evaluation and correlate it with the time given and the curriculum of the discipline. The student on the other side, has to come with the required knowledge and correctness in carrying out the tasks. This is the only way to achieve the desired objectivity. Both conditions are quite difficult to achieve, but the student’s role in disrupting the level of objectivity can be rather significant. By generating less “successful” tests, the teacher, as a rule, can raise or lower the level of the average grade of a group, as a result of obtaining a slightly higher or slightly lower grade for each student. On the other hand, the student in the testing process can act either correctly or incorrectly. His incorrect actions would lead to obtaining an increased grade, that would not be in correspondence to his real knowledge. In the conditions of conducting an online evaluation, the student is inclined to make use of incorrect actions. Although within the Faculty there has been set certain requirements regarding the conduct of online evaluations, that aimed to make the evaluation process more rigorous, there are still plenty of ways to cheat in the evaluation process, due to the multitude of freedoms difficult to control. An idea of reducing the impact of existing freedoms would be that in the assessment process some restrictions would be imposed by the calculation system. First of all, a special application should be used, which will be called the evaluation environment. The given environment will have to be able to dictate a series of restrictions. Examples of possible restrictions could be: - the possibility to open the necessary environment for the evaluation process; - inability to open additional applications; - the impossibility to minimize the evaluation environment; - the impossibility to resize the evaluation environment; - the impossibility to close the evaluation environment. These restrictions are aimed to block the ability to get help from other applications and use the wallpaper as a source of information. At the same time, communication between students will be restricted through the computer system. Such measures will increase confidence in the objectivity of the online evaluation process. The freedoms within the computer system are certainly not the only weaknesses of the online evaluation process. The use of a mobile phone as an aid is not excluded, but a number of rules can be formulated to keep the mobile phone visible.