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Introduction of any new technology in education is a hard job. It takes years to embed LMS to study processes. At present we have lectures for different scientific disciplines that use LMSs. LMSs have far more functions than general lecturer generally use. In the beginning they started to use LMS as data warehouse for learning material and communication. Nowadays, a question arises about the next phase. Naturally one would think about improving and enhancing learning materials. But the feedbacks from lecturers are different and the next phase should be achieving efficient (self)-testing and (self)-assessment, commonly jointly named as e-testing. Limitations of existing tools are well known; usually question types like true/false, single/multi-choice correct answer, matching, and limited open texts are used. Paper discuss the advantages and weaknesses of traditional electronic question types and gives reader good overview of potential benefits and hazards on its implementation. Traditional questions types are springboard to more elaborate CATs (Computer Adaptive Tests) which will be used when authoring tools will be available. Our approach presents a simple enough technique that can be used as software requirements for CAT authoring tools. Such authoring tool would enable teachers to produce their own CATs and overcome current e-testing constraints. [ABSTRACT FROM PUBLISHER]