Bridging education provides a means for ill-prepared adult students to advance their skills in readiness for the commencement of a university course. Ideally, pedagogical approaches adjust the course design to match student knowledge and experience. Such placement is critical in mathematics and difficult to do, especially for off-campus students. This paper briefly describes a self-diagnostic working prototype designed to address the concerns of students and educators in bridging mathematics, as well as meet the technological requirements of computer-based testing. Extensive field evaluation of the prototype by students and experts confirm the design principles to reduce student anxiety promote mathematical confidence and motivate learning. Research results demonstrate that computer-based testing can be designed to support bridging pedagogy and students in course placement.