Written exams in higher education are highly relevant for students, because success in their studies and access to the labour market depend on the exam results. But typical written exams do not do justice to this high importance from an academic point of view. This paper describes four major challenges when it comes to the development of high-quality exams in higher education and specifies how to meet them on the basis of a novel combination of methods, quality standards and approaches stemming from psychometrics and educational and psychological measurement. The suggested concept for the construction, administration and scoring of exams in higher education can be used across universities and across disciplines. Its feasibility is classified according to examination law and the general conditions for its successful implementation in the regular operation of higher education institutions are discussed.