Modern technologies give plenty opportunities to education in terms of copying material through a variety of hardware (copiers, printers, scanners, mobile phones, etc.), accessing information in any language and on any subject, participating in on-line conferences, projects and courses and sharing experience through numerous Internet sites. Learning becomes more interesting when a student can get acquainted with the experience of their peers, often living on the other side of the world. In this sense, no other mode of communication can beat video as it embraces image, sound, emotions, sense, meaning and many other things involved, to say nothing about watching as many times as needed. The article studies the possibility of looking at students' videos as a new format of testing the foreign language skills. The existing electronic devices along with the collective institutional experience seem to be a sufficient basis for recognizing this kind of project as exam task type. In this case, things like setting up tasks and objectives, choosing the topic, selecting material and outlining general requests (ex., the length of the video, the deadlines, the evaluation criteria, etc.) are of prime importance. The new testing format sets forth the evaluation system embracing various skills and competences, most of which go far beyond the language skills. However, the final product can give new impetus and whip up motivation in learning foreign languages. The contest of students' videos carried out in the Hotel Business and Tourism Institute of the Peoples' Friendship University of Russia (RUDN University) gives good material for the analysis of strengths and weaknesses of this innovative type of testing. Developing such competences as educational, communicative, cognitive and professional subject related is taken as the benefit of the project within foreign language teaching curriculum.