Because assessment reflects course pedagogy, aims, objectives but also broader institutional and cultural expectations, traditional examination still has a role in the new media of asynchronous, distance learning. This paper recounts experiences of incorporating such examination within an Internet-delivered, GIScience programme, outlining some logistical and learning limitations of doing so. A pedagogical dualism for or against traditional examination is argued to be narrow and unnecessarily restrictive; focus is instead given to modifying traditional assessment to meet learning needs. A hybrid of seen and unseen examination is discussed. Feedback from students suggests the approach is welcome but unequal access to learning resources is a problem.