Placing students into a bridging mathematics program that accounts for the student's partial mathematical knowledge is difficult, and rarely done. This paper describes a working prototype for a computer-based test that is used to access a student's mathematical currency as they enter a course of study in bridging mathematics. the test is designed to activate the student's own judgement towards self-placement. It requires students to reflect on how they position themselves in the learning process, and to think differently about their own position in the learning of mathematics and their process of mathematics learning. A multiple of adaptive test pathways are used to support a wide range of abilities. During evaluation with potential students, responses indicated that the test was 'fun to do' even 'relaxing' while at the same time 'efficient' and 'accurate'. The diagnostic potential of the test as an advisory tool towards student learning, challenges one to reconsider the role of the computer in placement techniques, particularly for students studying self-paced learning program in remote locations.