The current COVID-19 pandemic has resulted in disruption to the delivery of higher education. The government-mandated workplace closures that lasted for two months from April 2020 resulted in the closing of all university campuses in our city. This happened while our first-year introductory Python programming course was still in progress. We were thus unable to administer our final exam on campus. In this paper, we describe how our final exam, usually conducted on campus, was replaced with a performance-based assessment. This assessment tasked students to design and program their own game individually. After submitting their code, each student was then required to attend an oral exam that was administered online. We reflect on our experience, drawing from both instructors' and students' perspectives of the programming task and the assessment format. We conclude with a description of how the lessons learnt were applied to a subsequent run of the course.

Traditional pen and paper exams are inadequate for modern university programming courses as they are misaligned with pedagogies and learning objectives that target practical coding ability. Unfortunately, many institutions lack the resources or space to be able to run assessments in dedicated computer labs. This has motivated the development of bring-your-own-device~(BYOD) exam formats, allowing students to program in a similar environment to how they learnt, but presenting instructors with significant additional challenges in preventing plagiarism and cheating. In this paper, we describe a BYOD exam solution based on lockdown browsers, software which temporarily turns students' laptops into secure workstations with limited system or internet access. We combine the use of this technology with a learning management system and cloud-based programming tool to facilitate conceptual and practical programming questions that can be tackled in an interactive but controlled environment. We reflect on our experience of implementing this solution for a major undergraduate programming course, highlighting our principal lesson that policies and support mechanisms are as important to consider as the technology itself.