In recent decades, the potential benefits of introducing technologies into large-scale tests have been much discussed. Yet the path to effective technology use on large-scale testing has fallen short of expectations, especially when these tests have medium or high stakes for students. After a temporary cancelation of external assessment of learning due to the COVID19 pandemic, the Portuguese government is taking a step forward. With a gradual implementation until 2025, the reintroduction of external assessment of learning in the Portuguese education system foresees all national assessment tests and all national examinations in digital format with the implementation of the "External Assessment Dematerialization Project" (DAVE). However, assessment reforms, such as DAVE, raise concerns within school communities. To identify and analyze these concerns, we conducted 32 semi-structured interviews with head teachers from mainland Portugal. To understand to what extent these concerns were considered and covered in DAVE's design and implementation, a supplementary interview was conducted with the president of the Portuguese institute responsible for DAVE. In addition, a survey with 2 673 teachers was carried out to find out their degree of agreement with the implementation of DAVE. Results show that DAVE raises many concerns among head teachers, and it is not fully accepted by the teachers.