Written exams typically used at German-speaking universities often do not represent the learning objectives of the respective course appropriately. Moreover, they do not allow for criterion-referenced inferences regarding the degree to which the learning objectives have been met, and they are statistically unconnected across different test cycles. To overcome these shortcomings Prof. Dr. Andreas Frey and colleagues propose applying a combination of established methods from the fields of educational measurement and psychometrics to written university exams (in: Psychological Test and Assessment Modeling).