In this work, which is intended to be a Work in Progress Paper in the Research to Practice Category, a novel remote testing protocol based on Cognitive Load Theory and the Theory of Situated Cognition is described. The proposed protocol reduced students' cognitive overload during online exams by addressing student privacy, unreliable internet connections, accessible accommodations, all-or-nothing automatic grading, and false accusations of plagiarism. The described protocol relies on finite exam times and a sophisticated question randomization system. The protocol has been used successfully for five semesters, for two courses (20 sections).