Web Accessibility Guidelines & Compliance Standards In Online Learning

Article on what web accessibility is and compliance standards

Just as your campus buildings have braille signs, wheelchair ramps, and elevators to make them accessible to everyone, think of web accessibility in the same way: all users, regardless of disabilities or conditions, should be able to access and interact with your online course content and technologies.

Did you know: 

More than 1 in 4 people in the US have a disability. Disabilities can include cognitive, neurological, psychological speech, auditory, mobility, and visual, among others.

Color blindness (color vision deficiency) affects about 4.5% of the world’s population. This means a school with 5,000 students has about 225, on average, with color vision deficiency.

Color Blindness Simulator​

The comparison images below show how different types of color blindness, also called color vision deficiency, can impact a student’s ability to interpret your online course content.

three brightly colored parrots sitting on branches in normal color vision
three brightly colored parrots sitting on branches in normal color vision
three brightly colored parrots sitting on branches in normal color vision red color blindess example with three parrots sitting on a branch
three brightly colored parrots sitting on branches in normal color vision black and white color blindness simulation showing three parrots on a branch

Scroll to see more examples

Imagine having a color vision deficiency and being asked to focus on one color of text while ignoring another during an online exam. For some, telling these colors apart is nearly impossible, making it hard to follow the instructions. This is just one example of the many web accessibility issues students with disabilities face in e-learning.

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What is web accessibility?

Web accessibility means designing digital resources and content that everyone can access, use, and interact with, regardless of disabilities and socioeconomic factors, like internet bandwidth and speed, that can restrict access.

It involves understanding how students with disabilities interact with learning content, recognizing the challenges they face, and designing learning materials, activities, and resources to address those challenges.

Why is accessibility important in online learning​?

Accessibility in online learning is important because it gives every student a fair chance to learn, participate, navigate, and interact with course content and activities. Without it, many students could face challenges that prevent learning or even accessing courses altogether.

POUR principles

There are four principles of accessibility that are known as POUR principles. POUR is an acronym that stands for perceivable, operable, understandable, and robust.

Perceivable

Students can sense and access online elements through vision, hearing, or assistive technologies.

Operable

Students can navigate and interact with content using controls, buttons, or navigation tools.

Understandable

Students can easily comprehend and use the content and interface.

Robust

Content works across devices, browsers, and assistive technologies.

Web accessibility guidelines and standards

There are several guidelines specific to web accessibility, as well as broader compliance standards that we’ll cover in this article:

  • Guidelines: WCAG, Mobile, UAAG, ATAG, EPUB
  • Standards: ADA, Section 508, EN 301549

Are guidelines and standards the same thing? No, web accessibility guidelines and standards are different. Guidelines are best practices and recommendations, while standards are legally required. BUT some standards require compliance with guidelines.

Web accessibility guidelines

Web Content Accessibility Guidelines (WCAG)

WCAG provides technical standards and best practices to create more accessible digital content that supports every user, regardless of disabilities, content type, or device. Instructional designers and instructors can use WCAG to create accessible course content for people with disabilities, such as physical and mobility conditions, blindness, deafness, speech difficulties, and learning disabilities.

Examples of WCAG recommendations:

  • Consistent course format: Use a consistent layout across course materials to make navigation easy (e.g., keeping headers, footers, and navigation in the same place).
  • Easy to read text: Use accessible font sizes, high color contrast, and appropriate spacing to improve readability.
  • Text alternatives for non-text content: Add text descriptions to all multimedia used in your course. For example, alt-text for images, captions and subtitles for videos, transcripts for audio, etc.
  • Keyboard Accessibility: Make all course elements usable and navigable by keyboard (e.g., navigation, reading materials, quizzes, etc.).
  • Avoid flashing elements: Don’t use any elements in your course that flash more than three times per second.

Mobile Accessibility Guidelines

W3C, the same standards organization that created the other guidelines in this article, provides broad guidelines for designing content that is accessible and works well on mobile devices.

Mobile accessibility tips for online courses:

  • Optimize for small screens: Minimize the information on each page (e.g., fewer images and modules) and use responsive design to adjust the layout.
  • Support zoom/magnification: Allow students to zoom in on content.
  • Use high color contrast: High contrast is important for readability on mobile devices, especially in bright or changing light conditions like outdoor sun glare.
  • Simplify touchscreen gestures: Use simple gestures, like single or double tapping or swiping, and provide an on-screen indicator or advisement of the gestures.
  • Easy to access buttons: Place buttons and interactive elements in locations where they easy to reach and usable with one hand.
  • Key information at the top: Place important information at the top of the page to assist users with low vision and cognitive impairments with locating content without extra interaction.

User Agent Accessibility Guidelines (UAAG)

UAAG makes internet browsers and media players (YouTube, Vimeo, Spotify, etc.) easy to use and compatible with assistive technologies. These guidelines helps create a more accessible, consistent experience regardless of the browser or media players used in your courses. UAAG is important for online courses because it allows all users—students, faculty, and staff—to access and interact with learning materials regardless of their accessibility needs, devices, and platforms.

Authoring Tool Accessibility Guidelines (ATAG)

ATAG makes website builders and content editors more accessible for designers and developers with disabilities. This is important for online courses because it allows instructional designers, e-learning staff, and instructors to create e-learning materials that all students can access and use.

ATAG  is relevant for authoring tools used to:

  • Create web pages (WYSIWYG HTML editors)
  • Generating websites (learning management systems (LMS), courseware tools, content management systems)
  • Convert documents to web technologies (word processors and HTML converters)
  • Save content in web formats (word processors and desktop publishing apps)
  • Quickly update portions of web pages (blogs, forums, etc.)
  • Produce digital multimedia content (video editors)
  • Send emails with messages using web content technologies (Mailchimp, Hubspot, etc.)
  • Create mobile applications (Adobe XD, Figma, etc.)

Ebook Accessibility (EPUB)

EPUB accessibility guidelines help make ebooks and other digital publications accessible to people with disabilities by supporting screen readers, making the content easy to navigate, and including alt text for images. In online learning, these guidelines allow all students, including those with visual or cognitive impairments, to access and engage with ebooks and other digital publications.

What makes an ebook accessible?

Accessible ebooks make reading easier for everyone, like screen reader compatibility for students with vision impairments, read-aloud text for learners with dyslexia, and switch control support for those with motor disabilities. Some also offer extra features like sign language videos for deaf users or simplified text for learners with intellectual disabilities.

Accessibility Compliance Standards

Americans with Disabilities Act (ADA)

What is ADA compliance?

The Americans with Disabilities Act (ADA) is a federal law created by The Department of Justice that protects people with disabilities by prohibiting discrimination. ADA grants equal access to public spaces, jobs, transportation, telecommunications, and online services, like education. It requires schools, businesses, and other organizations to make reasonable accommodations so everyone can participate fully.

ADA includes web accessibility guidelines like making text and links easy to read, adding alt text to describe images, and providing captions or transcripts for audio and video content to ensure clarity and consistency.

For colleges and universities, ADA compliance—including accessible web content—provides equal access to programs, resources, and facilities for all students, faculty, and staff, which builds a more inclusive environment that meets compliance standards.

Who should follow ADA compliance standards?

ADA impacts many industries and organizations, such as private employers, public organizations (such as schools and universities), and various levels of government agencies. ADA advocates that organizations should self-regulate their web accessibility standards and are encouraged to use WCAG guidelines as well.

Section 508

What is Section 508?

Section 508 is a law that requires federal agencies to make their electronic and information technology—websites, software, and multimedia—accessible to people with disabilities. Complying with Section 508 also requires agencies to make online training accessible.

How does Section 508 apply to higher education?

While Section 508 primarily applies to federal agencies, its standards influence higher education institutions, especially those receiving federal funding, which includes requirements to meet accessibility standards like Section 508. This alignment with other accessibility standards helps provide all students equal access to e-learning resources and educational opportunities.

EN 301 549

EN 301 549 is a European standard that sets accessibility requirements for digital products and services that make them usable by people with disabilities. It builds on WCAG but also covers requirements that make biometric technologies such as facial recognition and fingerprint scanning accessible for people with disabilities. While EN 301 549 is primarily used by European Union (EU) countries, other countries, including Canada, Australia, Sweden, and Norway, use it as a framework for their accessibility efforts.

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Accessibility Checkers and Compliance Testing

Web accessibility checkers to help you create online courses that are accessible for everyone.

WCAG compliance checker

Accessibility color checker

Website accessibility checker

Video captioning tools

Microsoft Office

Functional web accessibility evaluator

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Assistive Technology in Remote Learning and How it Works

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Creating Accessible Online Classes (with examples)

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Tyler Stike

Tyler is Honorlock's Director of Content and a doctoral student at the University of Florida focused on educational technology.

How to Talk to Students Suspected of Cheating

Cheating happens.

It happens at all levels of education. From the anxiety-inducing timed multiplication test in 3rd grade to high-stakes final exams in college.

It happens more often during online exams. A survey1 found that students are about 50% more likely to cheat in online courses than in live classes.

It happens for many reasons. Sometimes students cheat because of competitiveness and pressure. Other times, they don’t feel prepared, or it may just be because they can.

It happens in different ways. Whether it’s sneaking a quick Google search on their cell phones, whispering questions to Siri and Alexa, or having entire essays written by AI chatbots, technology makes cheating quick and easy.

At all levels of education.

From anxiety-inducing timed multiplication tests in 3rd grade to high-stakes final exams in college.

More often during online exams.

A survey1 found that students are about 50% more likely to cheat in online courses than in live classes.

For many reasons.

Sometimes students cheat because of competitiveness and pressure. Other times, they don’t feel prepared, or it may just be because they can.

In different ways.

Whether it’s sneaking a quick Google search on their cell phones, whispering questions to Siri and Alexa, or having entire essays written by AI chatbots, technology makes cheating quick and easy.

Click below to skip ahead

How to prepare for the convo
Practical conversation strategies
Extra resources

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Talking to students about cheating is difficult but necessary

No instructor looks forward to talking to a student about cheating (we really hope not). And while these are the last conversations you want to have with your students (and they feel the same), they’re necessary—no matter who, what, when, where, why, or how cheating happens.

But to make these conversations effective, you need to approach them thoughtfully. Talking to a student about cheating requires careful planning, consistency, emotional intelligence, solid evidence from the online proctoring software, and a deep understanding of disabilities and accommodations, which are often overlooked.

The ripple effect of addressing academic dishonesty

Responding to cheating the right way helps build a culture of academic integrity among your students.

“Instructors at our partner institutions have told us that addressing suspected cheating has an impact beyond each individual case,” said Jordan Adair, VP of Product at Honorlock. “Providing consistent feedback to students on their proctored exam results helps reduce future incidents and sends a clear message to students and their peers that academic integrity is valued at their institution.”

So, what's next?

  • How do you start the conversation?
  • What should you say, and what should you avoid saying?
  • What evidence do you need to prove they cheated during the proctored exam?
  • What if their story is believable, but you still have concerns about academic dishonesty?
  • Have you considered how disabilities may play a role?
  • Are your test rules as objective as they should be?
  • How do you start the conversation?
  • What should you say, and what should you avoid saying?
  • What evidence do you need to prove they cheated during the proctored exam?
  • What if their story is believable, but you still have concerns about academic dishonesty?
  • Have you considered how disabilities may play a role?
  • Are your test rules as objective as they should be?

This article provides strategies for preparing for a conversation with a student about cheating, practical approaches for discussing it effectively, and templates for what to say in different situations.

Preparing to talk to a student about cheating

Review the institution’s academic integrity policy

Even if you’re familiar with your institution’s academic integrity policy, it’s important to review it again, as the policies and procedures related to acts of academic misconduct may have changed since you last checked.

Determine the purpose of the conversation

What do you want out of this conversation? Be more specific than just “to discuss cheating.” Establishing a clear goal helps guide the conversation and your preparation for it.

Do you want to…

  • Inform the student that the exam proctoring software flagged certain behaviors and discuss how to avoid them next time?
  • Determine if the student needs additional support and resources?
  • Hear their side of the story before deciding how to proceed?
  • Discuss the next steps in the academic misconduct investigation process and potential consequences?

Notify the student via email

Send the student an email notifying them that you need to meet with them because of concerns about potential academic misconduct.

Instructor note: If multiple students are involved in the same instance of misconduct, email each student individually and do not mention the other students’ names. This protects student privacy and addresses each situation individually.

Templated email to request a meeting with the student

Subject line: Meeting Request: Important Discussion Regarding [Course Name]

Dear [Student First & Last Name],

I am writing to inform you of my concerns regarding your recent submission for the [exam/assignment name] in [course name] this semester (Semester 20__). 

During the [exam/assignment], the proctoring software flagged behavior that appeared inconsistent with the provided rules and academic integrity policies at [Institution Name].

To ensure a fair process, I would like to meet with you to discuss the software’s findings, hear your perspective, and clarify any questions before taking further steps.

I am available [virtually or in my office] on [list dates and times]. Please reply with a date and time by [date and time].

I’ve included [links/attachments] to [Institution Name]’s Academic Integrity Policy and the course syllabus:

  • [Institution Name] Academic Integrity Policy [link and/or attach document]
  • [Course Name & Number] Syllabus: [link and/or attach document]

Thank you for your cooperation.

Sincerely,

EMAIL TIPS

Example from email: “… the proctoring software flagged behavior that appeared inconsistent…”

Example from email: I would like to meet with you to discuss the software’s findings, hear your perspective, and clarify any questions before taking further steps.

Example from the email: I am available [virtually or in my office] on [list dates and times]. Please reply with a date and time by [date and time].

Example from the email: I’ve included [links/attachments] to [Institution Name]’s Academic Integrity Policy and the course syllabus:

  • [Institution Name] Academic Integrity Policy [link and/or attach document]
  • [Course Name & Number] Syllabus: [link and/or attach document]

Templated email for other conversation purposes

Use this to inform the class of commonly flagged behavior:

The proctoring software flagged several behaviors among quite a few students during the last exam. I wanted to share these issues with you all and offer some tips on how to avoid them in the future. Please take a look before your next exam. [Add a bulleted list after this of the behaviors with specific tips to avoid them]

Use this text at the beginning of the email if the purpose of the conversation is to determine if the student needs additional support and resources:

“To provide a fair process and identify any support you might need, I’d like to discuss the software’s findings and hear your perspective.  I can also help address your questions about future exams and academic integrity policies.“
Use this text at the beginning of the email if the purpose of the conversation is to discuss the next steps in the academic misconduct investigation process:
I want to meet with you to discuss the findings, the next steps in the academic misconduct investigation process, and potential consequences, as well as to clarify any questions you may have.

Review your test rules and instructions

Writing clear test rules and instructions that leave no room for subjectivity is tough. While they seem straightforward, any ambiguity can complicate discussions with students.

Two example test rules that aren’t as objective as they seem:

1. Do not use any AI chatbots to write any portions of your essay.

This rule work because it includes “any” chatbots writing “any” portions of their essay, but students might think:

  • I can’t use AI chatbots to write my essay, but I can use them to edit it.
  • I can use Grammarly to rewrite and improve my essay because it’s an AI writing assistant, not an AI chatbot.
Improved version of example #1

Do not use any artificial intelligence (AI), including chatbots, voice assistants, writing assistants, or editing software, to write, edit, or improve any part of your essay. All essay content must be your original work, created entirely by you, without assistance from any external electronic technologies.

2. Do not use a cell phone, tablet, or other computers during the proctored exam.

Seems pretty clear, right? Well, students might think:

  • I can’t use my phone, tablet, or another computer, but it doesn’t say I can’t use my smartwatch.
Improved version of example #2
During the proctored exam, only authorized resources and exam materials are permitted on your desk or workspace in the testing area. Unauthorized electronic devices, including cell phones, tablets, smartwatches, calculators, or other electronic equipment, are not allowed.

With those examples in mind, play devil’s advocate as you review. This helps prepare for the conversation and refine your test rules. If updates are needed, inform students via email and LMS tools like messages, forum posts, and announcements.

Instructor Tip

You can use an unscored question at the beginning of the next test to confirm their acknowledgment of any updates to test rules and instructions.

Consider disabilities when reviewing evidence from the proctoring software

If the evidence (exam reports and video recordings from the remote proctoring software) shows suspicious behavior, it’s natural to assume it’s cheating. However, this “suspicious” behavior could be related to disabilities and accessibility needs.

For example, a student might be repetitively looking off-screen during the exam.

At face value, this behavior seems suspicious—like they might be looking at notes or receiving help from someone off-camera.

But what if the student has a condition, such as Tourette Syndrome (TS) or Attention Deficit Hyperactivity Disorder (ADHD), that causes involuntary head movements?

Another thing to consider is that many college students don’t disclose disabilities to their instructors2, often due to unawareness3 and stigma4:

  • Unawareness: many students don’t know they need accommodations, aren’t aware accommodations are available, and/or don’t know how to find help at their institution.
  • Stigma: fear of judgment and being treated differently by peers and instructors prevents students from disclosing disabilities; some are even ashamed to seek accommodations.

If the evidence (exam reports and video recordings) from the proctoring software shows suspicious behavior, it’s natural to assume it’s cheating. However, this “suspicious” behavior could be related to disabilities and accessibility needs.

“Understanding ADA guidelines and different accommodations that students need is invaluable in education and academic integrity,” said Dr. Lee Conerly, Director of Academic Instruction at Coastal Alabama Community College, “Students’ behaviors during exams may look like cheating, even when they absolutely are not cheating.”

Dr. Conerly gave an example of how the behaviors of students with Attention Deficit Hyperactivity Disorder (ADHD), like repetitive head twitching and fidgeting, can be mistaken for cheating, “I watched the exam recording, and the student was repeatedly looking off to the right, which makes it easy to assume they were looking at something or someone for answers. But I recognized signs of ADHD in their behavior. So, instead of jumping to conclusions, our conversations with the student focused on the human elements to learn more about them and their accommodation needs.”

However, the student didn’t disclose this information to the instructor before this conversation, which is common among college students2, mainly due to unawareness3 or stigma4.

  • Unawareness: many students don’t know they need accommodations, aren’t aware accommodations are available, and/or don’t know how to find help at their institution.
  • Stigma: fear of judgment and being treated differently by peers and instructors prevents students from disclosing disabilities; some are even ashamed to seek accommodations.

Tips for instructors to increase awareness and reduce stigma related to accommodations:

Tips for instructors to increase awareness and reduce stigma related to accommodations:

1. Talk about accommodations often

Engage in open conversations with students to increase awareness and understanding of disabilities and accommodations. Discuss accommodations before each assessment and encourage the use of campus support services. Share anonymous examples (to protect students’ privacy) of students who have successfully used accommodations in your courses.

Be very clear: accommodations are support, not special treatment.

2. Make it easy to find support

Provide links to campus support services in various areas of your online course, such as Announcements, Discussions, Chat, and syllabus.

3. Use anonymous surveys

Ask students to complete an anonymous survey in your LMS or through a tool like SurveyMonkey. This helps identify common challenges without revealing specific student needs.

For example, if several students report mobility disabilities that impair typing, you could allow talk-to-text dictation options for tests and other assignments.

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How to talk to a student about cheating

There’s no way around it: talking to a student about suspected cheating is inherently awkward, challenging, and even emotionally draining for both of you.

While we provide practical strategies and scripts for various situations, it’s important to recognize that each case is unique and rarely straightforward. However, being direct and sticking to the facts—firm and factual—keeps emotions in check and the discussion focused.

Focus on the objective information

Remember that the conversation is to address the situation, not to confront the student or debate about what’s morally acceptable or what cheating is or isn’t.

Prevent opinions and biases from getting in the way by focusing on objective information:

  • The evidence you’ve gathered from the online proctoring software
  • Your course policy and the exam/assignment rules
  •  The institution’s academic dishonesty policy

Explain the flow of the conversation

Thank the student for meeting with you, then tell them that you’ll discuss your concerns, present evidence from the online proctoring solution, and review academic integrity policies for your course and/or institution.

You also need to tell them they’ll have an opportunity to share their side of the story and ask questions. After that, the conversation can be similar to the email you sent them.

In the example conversation throughout the next few sections, we’ll imagine the student was flagged for using a cell phone out of view of the camera.

Discuss your concerns

Tell the student exactly what your concerns are. Be specific and concise.

Example: “During the [exam name], the test proctoring software flagged you for [specific behavior, such as using a cell phone off-screen], which is against academic integrity policies.”

Present the evidence

Before presenting any evidence from the exam proctoring solution, confirm that the student knows which solution you’re referring to (they may use multiple during their education) and understands how it works. If they don’t, offer to provide an overview and answer any specific questions they have.

Instructor note: be prepared to discuss how the proctoring solution works, especially related to the specific behavior you’re addressing with the student.

Then, you can transition to presenting the evidence:

“I watched a recording of the behavior, which the remote proctoring software flagged and was reviewed by one of their trained proctors. We can watch the recording together right now if you’d like.”

Instructor note: some students will want to watch the recording, and some will not. Be prepared to respect their decision either way.

If they want to watch the recording:

“I have the video ready. Feel free to explain your actions as we watch. Let me know if there are times you’d like to pause or parts you’d like to rewatch.”

Instructor tips:

  • Have the video cued and ready
  • Write down the timestamps of important parts to watch
    • e.g., The student’s cell phone is visible at :20, :33, :45
  • Ask open-ended questions instead of leading questions
    • For example, instead of asking a leading question like, “Were you looking at your cell phone here?” ask, “Can you describe what you were doing here?”

If they don’t want to watch the recording:

  • Acknowledge their decision
    “I understand you’d rather not watch the video of the proctored exam, and that’s perfectly okay. We can discuss the flagged behavior based on what I observed.”
  • Be highly descriptive (and accurate) when describing the flagged behavior

Always be direct and concise, but give as much detail as possible when describing the flagged behavior, like in the examples below.“During the exam, the proctoring platform flagged several instances where you…”

    • covered your mouth and asked Siri for answers, which can be heard in the video. I’ll read them from the transcript provided by the Voice Detection software within the proctoring platform, [read transcript].

Ask for their explanation

Whether they choose to watch the recording or not, ask open-ended questions to get their side of the story, such as:

  • “Can you help me understand what was happening during when [specific behavior]?”
  • “Can you describe what you were doing when [specific behavior]?

Responding to different explanations

Some students may accept responsibility. Some may flat-out deny cheating, even when there’s clear video evidence from the proctoring platform. But some explanations may be plausible, so it’s important to keep an open mind during these discussions.

Responding when the explanation resolves the situation

“Thank you for explaining what happened. Based on your explanation, it seems this situation can be resolved. I appreciate your honesty and cooperation. Let’s continue to follow the guidelines to avoid any future misunderstandings.”

Responding when you’d like to seek guidance from another expert

“Thank you for your explanation. Hearing your perspective helps me understand the situation better. To ensure fairness and handle the situation appropriately, I’m going to consult with [specific expert, department, etc.] to better understand [specific topic]. I’ll follow up with you once I have more information.”

Responding when students accept responsibility for cheating

The conversation can be difficult even when the student admits to cheating and accepts responsibility. Your response may depend on the institution’s academic integrity policy, which could require you to report it, or it may be left up to you. 

“I appreciate your honesty in admitting to cheating. However, academic integrity is fundamental, and I’m required to follow the academic integrity policy, which means reporting this incident. The appropriate office will determine the consequences. I understand this isn’t ideal, but it’s necessary to maintain fairness for all students.”

Responding when students deny cheating

The best response when students deny cheating (even with clear evidence in the video recording) is to use neutral language, stick to the facts, and ask clarifying questions.

“I understand that you have a different perspective, but the video shows repeated instances where you [state the observed behaviors]. We can address each instance individually. Can you explain why you were [first observable action].”

If there’s little progress, explain the next steps: 

“Given the evidence and your explanation, I need to follow the university’s academic integrity policy. This involves reporting the incident to the academic integrity office for further review. They’ll evaluate the evidence, and you’ll have an opportunity to share your perspective and ask questions.”

Address the integrity policy, next steps, and consequences

Unless their explanation resolves the situation, you should review your institution’s policies for addressing acts of academic dishonesty, the next steps in the investigation and/or process, and the potential consequences for violations.

Instructor note: continue using neutral language, regardless of what you learned in the conversation.

For example, instead of saying, “Since you cheated on the exam, you’ll be [insert consequence],” say, “Violations of this policy can lead to these consequences…”

Dealing with cheating is difficult but worth it

Talking to students about suspected cheating isn’t easy, but it’s key to maintaining academic integrity and protecting your reputation.

Take the time to prepare: review your course policies, the institution’s academic integrity policies, the evidence from the online proctoring platform, the objectivity of your own test rules, and consider disabilities.

Consider the student’s perspective: these conversations can be stressful for students, so remember to give them the opportunity to share their side of the story while actively listening.

Every word matters: from the first email you send to request a meeting to the conversation itself, stay objective, focus on the evidence, and have a real dialogue with your student to keep the process fair and constructive.

Proctor online exams effectively: use the right proctoring solution to deter and prevent cheating while keeping the test experience fair, customizing exam settings to accommodate students’ needs, and making it as stress-free as possible.

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Resources to prevent cheating and improve exams

Preventing cheating on online exams

13 Ways to Prevent Cheating on Online Tests

proctor essays and written work

Proctored Essays & Written Assignments

Does Honorlock detect cell phones?

Honorlock’s Online Proctoring Software Detects Cell Phones

How to prevent contract cheating on your exams

How ChatGPT beats plagiarism checkers

Hint: Plagiarism detection can’t really detect AI

Using online proctoring services to stop students from cheating with ChatGPT

How Honorlock proctoring can stop ChatGPT

downloadable ebook about three ways proctoring saves faculty time

Improving online exams & courses

List of nine ways to improve online course design

9 Best Ways to Improve Online Course Design

Punishing students for cheating vs encouraging academic integrity

How to Create a Culture of Academic Integrity

Tips for writing better test rules for online exams

How to Make Test Rules for Online Exams (With Examples)

Article to help instructors write better exam questions

How to Write Better Test Questions (Tips With Examples)

Prewritten AI Policy Statement

How to create online authentic assessments

Tips to Create Online Authentic Assessments (with examples & rubric template)

Preparing students for online proctored exams

How students can prepare for a proctored exam

Preparing for a Proctored Exam & What to Expect

4 Strategies to Help Faculty Reduce Student Test Anxiety

Learn about room scans for online exams

Best practices for online test room scans

Accessibility

Article on what web accessibility is and compliance standards

Web Accessibility Guidelines & Compliance Standards In Online Learning

How to make online courses accessible and equitable with AI tools

Meeting Students Where They Are: Building Accessible & Equitable Online Courses With AI

Creating Accessible Online Classes (with examples)

1 Newton, P.M., Essex, K. How Common is Cheating in Online Exams and did it Increase During the COVID-19 Pandemic? A Systematic Review. J Acad Ethics 22, 323–343 (2024). https://doi.org/10.1007/s10805-023-09485-5

2 Adam, T., & Warner-Griffin, C. (n.d.). Use of Supports among Students with Disabilities and Special Needs in College. Data Point. NCES 2022-071. https://eric.ed.gov/?id=ED618477

3 Driving Toward a Degree 2023: Awareness, Belonging, and Coordination – Tyton Partners. (2023, November 16). Tyton Partners. https://tytonpartners.com/driving-toward-a-degree-2023-awareness-belonging-and-coordination/

4 Herrick, S. J., Lu, W., & Bullock, D. (2020). Postsecondary Students With Disabilities: Predictors of Adaptation to College. Journal of College Student Retention, 24(2), 603–624. https://doi.org/10.1177/1521025120941011

Picture of Tyler Stike

Tyler Stike

Tyler is Honorlock's Director of Content and a doctoral student at the University of Florida focused on educational technology.

Finding the Right Remote Proctoring Approach for Professional Education

In today’s rapidly changing Industry 4.0 world, professional education plays an increasingly important role in preparing the workforce for the demands of this next phase of the industrial revolution and providing a pathway to career progression and skill-set advancement.  To maximize the impact on workforce readiness and opportunities for upskilling, professional education must be flexible, convenient, and affordable. The same holds true for validating the newly acquired skills of candidates.

Shifting from in-person to remote proctoring

Historically, professional education, certification, and licensure programs have relied on traditional face-to-face proctoring in a brick-and-mortar setting, often in physical testing centers. 

The pandemic prompted the need to experiment with remote proctoring, also called online proctoring, which uses software and/or live remote proctors to:

  • Record and monitor test takers’ behavior
  • Verify identity
  • Protect test content
  • Prevent cheating

Different types of proctoring

There are several different types of remote proctoring, each with its own strengths and weaknesses.​

Browser lockdown software

While this entry-level proctoring software helps prevent access to other browsers and keyboard shortcuts and is relatively cheap, it doesn’t really prevent cheating since test takers can still use their cell phones and other resources during the exam.

AI remote proctoring

Uses artificial intelligence to monitor remote exams, with no human oversight, which can negatively impact the experiences of test takers and exam administrators. For example, when the AI proctoring software uses sound detection (not voice detection) if a test taker sneezes, the AI flags the noise and could even kick them out of the proctored test. 

For sound detection alone, imagine how many unimportant noises (coughing, tapping the desk, dog barking) could be flagged during tests that exam administrators must review afterward. Navigating through a tremendous amount of false flags is the greatest complaint about AI-based proctoring solutions.

Live remote proctoring

A live remote proctor monitors one or more test takers at once. Typically, this format is the most expensive, but not always the most effective as proctors may watch as many as 10 or 12 test takers simultaneously. For test takers, being watched can be distracting and stressful (and creepy).

Additionally, exam scheduling can be challenging for test takers in this format.

Additional live proctoring pitfalls in professional education

Traditionally, professional education programs relied on live, remote proctors. These providers boast low proctor-to-test taker ratios but ignore their shortcomings, such as low efficacy, inconvenience, rigidity, and high costs.

This preference has resulted challenges for certification and licensure proctoring, such as failure to launch, exam scheduling and rescheduling issues, and human error.

Failure to launch exams

A quick scan of Reddit or a Google search uncovers many “Failure to Launch” and “Human Error” examples documented in articles and reviews and surfacing within online discussion threads.

We have uncovered horror stories from candidates whose remotely proctored exams failed to initiate and who had trouble reaching support or a timely resolution. Test takers often report that proctors do not show up for the scheduled examination time or disappear after a break, leaving the candidate high and dry. They face the difficulty of rescheduling their exams, bearing the burden of a rescheduling fee, through no fault of their own. 

Human error

When test takers are lucky enough for the proctor to show up and for the exam to launch successfully, certification programs suffer from the limited efficacy of live proctors, who are subject to natural fallibility, which may result in failed accreditation audits, hefty fines, and/or bad press for organizations after the proctors miss violations and fail to protect the integrity of the certification or licensure assessment.

Honorlock’s smarter proctoring approach

The perfect blend of live proctoring & AI

In contrast to other online proctoring services, Honorlock provides the perfect blend of live human proctors augmented by artificial intelligence. 

Instead of over-relying on our live proctors, Honorlock’s unique best-of-both-worlds approach bolsters their efficacy and responsiveness. Strengthening our live proctors with smart technologies elevates efficacy while reducing costs, resulting in a scalable and highly effective live proctoring solution. 

Our new “Pro Mode” further blends the concept of a live human proctor and AI, creating a unique, symbiotic relationship. This symbiosis makes possible the real-time feedback and real-time intervention, based on human decision-making, that professional education programs need. 

To follow best practices and meet or exceed the high standards of accrediting bodies, your proctoring solution must recognize and respond to infractions immediately, such as:

  • Having prohibited devices, notes, or tools in the workspace
  • Wearing headphones or a smartwatch when not permitted
  • Moving one’s face out of the frame or looking down at notes 
  • Appearing to have or use a phone

Flawless execution simply isn’t possible with human proctors alone.

On-demand live proctoring & support

Honorlock’s unique approach frees online test takers from the burden of scheduling (and rescheduling) proctored online exams. Our live test proctors and support team are available 24/7/365 so participants can take their exams when and where is most convenient and beneficial for them, without introducing obstacles such as driving, traffic, parking, waiting, or unexpected delays.

Intentionally different proctoring with a truly unique approach

No other remote proctoring service innovates and improves the online assessment experience by leveraging the best of both worlds—humanity combined with the power of our highly trained and responsive AI.

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13 Ways to Prevent Cheating on Online Tests

13 Ways to Prevent Cheating On Online Tests

13 Ways to Stop Cheating on Online Tests

  1. Detecting cell phones and other devices
  2. Blocking AI like ChatGPT
  3. Catching remote access software in contract cheating
  4. Finding leaked test questions on the Internet automatically
  5. Locking the test browser down
  6. Listening for voice commands to activate voice assistants
  7. Implementing hybrid virtual proctoring (AI + humans)
  8. Verifying ID and monitoring behavior with a webcam
  9. Creating explicit test rules & instructions
  10. Reducing test anxiety
  11. Prioritizing flexbility and accessibility
  12. Addressing students suspected of cheating
  13. Spotting trends in academic dishonesty through exam recordings and reports

How do these prevent exam cheating?

1. Detect cell phones and other devices

Most people have cell phones or other devices, like smartwatches and laptops, which could be used to look up answers during online exams.

In fact, 71% of online proctored exam violations involve cell phones or other secondary devices.

Most exam proctoring services rely on a proctor to see a phone in real time, which is unreliable when a proctor is watching a nearly dozen test takers at once. 

But some solution’s cell phone detection technology identifies when test takers attempt to use their phones and other devices to look up answers and when Apple devices are present in the testing area.

2. Block AI chatbots & browser extensions

ChatGPT, Claude, and Google Gemini—all generative AI chatbots—are as controversial in online education as they are popular.

You tell it what to write about and it generates that content in a few seconds. They write pretty well overall, but they can be overly proper and generic sometimes. But with the right instructions, they can write like we (humans) do, and they’re really difficult for AI writing detection software to catch.

How to detect AI writing

Can plagiarism checkers help?

Nope. AI chatbots don’t plagiarize content. They create “fresh” text based on what billions and billions of resources they’ve been trained on.

Do AI writing detection tools work?

Not really. They’re helpful as a high-level gut check, but studies show that AI writing detection tools struggle when the AI-generated text is manually edited with a few small word swaps and paraphrasing. And, as we mentioned earlier, using specific prompts generates human-like content.

Can remote proctoring help?

Yes. Remote proctoring systems can prevent the use of unauthorized AI tools during online exams and even during essays and other written assignments by:

  • Blocking access to other browsers and applications so AI tools can’t be used
  • Listening for commands that activate voice assistants, which could be used to navigate AI
  • Preventing test takers from pasting pre-copied text into exams and assignments

3. Catch remote access software (contract cheating)

Has a technician ever remotely accessed and fixed your computer? That’s remote access software in action.

The downside is that it’s also used for cheating on online exams. The person getting credit pays a service for an expert to secretly take the test for them while they appear on video as if they’re completing the test.

How to block remote access software during online exams:

  • Show locations by IP address: use proctoring software to show exam locations by IP address. If exams are taken in countries without known test takers, it could mean that proxy test-taking services were used and further investigation is needed.
  • Record screens and require keyboard commands: before the tests or written assignments begin, ask learners to use specific keyboard commands that display all active applications on their device.
  • Blocking applications: various settings within proctoring software can be used to block remote access applications, such as the browser lock.

4. Use software to find leaked test questions on the internet

Have you Googled your test questions? You should, because they’re often leaked on forums like Reddit, as well as sites that pretend to help with test prep and homework, but they’re really just repositories of test content alongside other avenues of cheating, like their “Expert Q&A” which is just hundreds of their “experts” answering questions 24/7 via chat.

The problem is that searching for your test content takes time… a lot of time.

The good news is that Search & Destroy automatically searches the web for your leaked test content in a few minutes and, if it finds any, gives you a one-click option to send a takedown request. 

5. Use a browser lock as an initial defense

While browser lockdown software shouldn’t be the only way to secure your exams, it’s a foundational tool to prevent cheating. It secures the test browser by restricting access to other sites and applications and disabling keyboard shortcuts.

6. Detect voices and sounds in the room

Use voice detection software that listens for specific keywords or phrases that activate voice assistants, such as “Hey Siri” or “OK Google,” to identify test takers who may be attempting to gain an unfair advantage. It then alerts a live remote proctor in real-time to review the situation and intervene if necessary.

This approach to makes proctored online exams less intimidating and non-invasive because a proctor will only intervene if the AI detects potential misconduct.

7. Use hybrid virtual proctoring to secure online exams

Hybrid proctoring solutions, which combine AI with human proctors and browser lockdown software, is highly effective to prevent cheating. But even with the same type of proctoring, the experience can vary widely depending on the company’s approach, for example:

  • Company 1: a remote proctor, visible in a box on students’ screens, watches around a dozen test takers at once while AI monitors their behavior.
  • Company 2: AI monitors behavior and pauses the exam for potential misconduct (even for innocent actions like sneezing), forcing a live proctor to step in unnecessarily.
  • Company 3:  behavior is monitored by AI, but instead of pausing the exam for potential misconduct, the AI alerts the proctor, who reviews the situation and only intervenes if necessary.

Based on these examples, it’s important to dig into how different companies approach proctoring, as it can seriously impact the entire test-taking experience and exam integrity.

8. Use video to monitor behavior and verify ID

Use video monitoring to verify identity, scan the room for unauthorized resources (cell phones, books, etc.), and monitor students’ behavior during the proctored exams.

9. Provide explicit rules and clear instructions for your online exams

Writing test rules and instructions can be tricky because they need to be clear and concise, yet comprehensive and objective. Even when rules are direct and clear, there could be room to make them more comprehensive and adaptable, like in this example:

  • Original test rule: Do not talk during the test.
  • Improved test rule example: Do not communicate with anyone during the test, whether verbal, non-verbal, or electronic.
The improved rule addresses potential loopholes by covering various communication methods, like gesturing or passing notes.
 
See more examples and templates to help write better test rules, instructions, and guidelines.

10. Take steps to help reduce test anxiety

It’s important to understand what causes test anxiety before taking steps to help reduce it. A student survey indicated that many feel anxious before an exam because they don’t know what to expect and they have technology concerns.

Two tips to help test anxiety:

  1. Provide frequent practice tests to help students understand what to expect and ensure that their technology works correctly.
  2. Use online proctoring software that combines AI with human proctors to help support students during the exam.

Learn more about how to reduce test anxiety using online learning technology.

11. Prioritizing accessibility and flexbility

It’s proven that students are more likely to cheat when they’re tired. That’s why on-demand proctoring services with 24/7/365 live support are so important. This gives students the ability to take proctored exams when they’re most alert and access real-time support if they need it.

12. Talking to students about cheating

Talking to a student suspected of cheating isn’t fun but, but it’s necessary to protect academic integrity now and in the future. When cheating is handled right—easier said than done—you set the tone for your students and build a culture of academic integrity.

Discussing cheating with students might seem simple, but it takes a lot of preparation and planning to make the conversation effective and to be ready for any situation that comes your way.

13. Use reporting to identify exam trends that may highlight cheating

Remote proctoring software collects extensive data, offering insights into how students approach exams through actionable reports and time-stamped recordings directly in the LMS. Ideally, the reports will be easy-to-read and include timestamped recordings of important behavior.

Here’s how a lecturer from the University of Florida used remote proctoring to identify trends and anomalies in test scores:

“After the second quiz in the third week of class, I had a ceiling effect that looked like a ski jump, with 80% of my students getting 100% on tests. I knew there was something seriously wrong. I began looking closely at who had missed which questions over the two quizzes. That’s when I realized I needed a proctoring solution of some kind. When I initially attempted to address the issue, I really didn’t even know enough to ask the right questions to get help… It was more than a tool to guard or block students from using inappropriate information. It was also a means to detect and determine many different ways that students approach the exams.” – Ryan P. Mears, PhD, Lecturer, University of Florida

4 common reasons for cheating on exams

  1. Pressure: whether it's keeping a scholarship or passing a certification for a raise, pressure drives many to cheat on exams.
  2. Opportunity: surveys tell us that people are more likely to cheat on online exams than they are in a classroom or testing center.
  3. Competitiveness: school and work are competitive, which can drive some to use questionable tactics when they feel they can't compete fairly.
  4. Lack of preparation: sometimes cheating happens because someone just isn't ready—maybe due to long work hours, extracurriculars, health issues, or family time.

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Tyler Stike

Tyler is Honorlock's Director of Content and a doctoral student at the University of Florida focused on educational technology.

Proctored Essays & Written Assignments

proctor essays and written work

Proctored essays are a thing now, thanks to generative AI chatbots like ChatGPT, Claude, and Google Gemini. These chatbots can generate content on virtually any topic in a matter of seconds. They write well, and with the right instructions, they can write just like us.

AI and plagiarism detection won't cut it

AI detection and plagiarism detection are similar, but different. Both aim to detect unoriginal content, but their focus is different.

  • AI detection looks for writing patterns, like word choice and sentence structure, to identify AI-generated text.
  • Plagiarism detection compares text against huge databases of content to identify copied or paraphrased content from other sources.

Why won't they work?

Plagiarism detection is irrelevant at this point

Most aren’t copying text word-for-word, and there are plenty of AI writing tools that can paraphrase text for them. Adding to that problem, AI chatbots don’t plagiarize.

AI detection is improving, but still waaaaay behind

They aren’t very accurate, and they’re easy to deceive—we tried it. 

That isn’t just our opinion, though.

A recent study1 tested 14 AI detection tools—12 publicly available & two commercial—against ChatGPT, and here are the findings:

AI detection tools are inaccurate: they often mistakenly identify AI-generated text as human-written, and struggle to detect AI content translated from other languages.

Manually editing responses reduces the accuracy of detection tools: swapping words, reordering sentences, and paraphrasing decreased the detection tools’ accuracy.

Prompts can help generate human-like content.

Another thing working against AI detection tools is that using specific prompt details (writing instructions) helps AI chatbots “write” like humans do.

Here are a few examples (not nearly an exhaustive list) of prompts that can help the AI write more like a human:

  • Write in simple terms and avoid technical jargon
  • Use contractions and a mix of short and long sentences
  • Keep responses clear and concise
  • Break down complex topics into smaller sections (use headers) and include analogies, similes, and metaphors for better understanding when necessary.
  • Use casual discourse markers and conversational transition phrases, like “but,” “besides,” and “in the long run,” instead of more formal ones such as “however,” “moreover,” “in conclusion,” or “ultimately.”

Try it out

First use a generic prompt like this: Summarize what photosynthesis is and why it’s important in 100 words or fewer.

Then try that same prompt, but add the examples above.

See any differences?

When would you be willing to take action?

With those inaccuracies in mind, what if the software indicates that 50% of the text is AI-generated. Would you take action at that point? Or would you require a higher percentage as for more “proof”? If so, what’s your threshold?

How to proctor essays and written assignments

Whether it’s a 1,500-word research paper or a series of short answer responses, Honorlock’s exam proctoring system makes it simple to secure essays and other written assignments, whether they’re typed or handwritten.

To sum up the process, Honorlock proctors essays just like online exams, meaning learners WON’T be able to do the following while writing:

  • Access other websites, applications, books, or their notes, unless permitted by the instructor
  • Paste content they copied before starting the essay
  • Use generative AI to answer questions or write content
  • Look up information on their cell phones
  • Ask Siri, Alexa, and other voice assistants for help

Honorlock online proctoring features to secure essays

Locks the browser to restrict access to other sites & applications

Our BrowserGuard™ feature lets you block all applications and websites except the one being used for writing, like Microsoft Word, or you can allow access only to specific applications and websites, such as research journals, while blocking everything else. This secure browser also records their screen and limits them to using one screen.

Block generative AI tools during proctored essays

Blocking AI is challenging, but Honorlock’s online proctoring system effectively prevents the use of generative AI by disabling copying and pasting, locking the browser and blocking extensions, listening for voice assistant activation commands, and detecting cell phones.

Detect cell phones & other devices

Honorlock proctoring technology detects cell phones from all angles, so you won’t need to rely on a proctor seeing a phone in real-time to know that they aren’t using them to look up information while writing their essays. Our AI detects when learners use cell phones to look up information, and it detects the presence of Apple devices in the testing area.

Detect voices to make sure Siri & Alexa aren’t helping

Honorlock’s AI proctoring technology listens for “Alexa” or “Hey Siri” and other specific commands that activate voice assistants. If any suspicious activity occurs, it alerts a live proctor to review it, records what was said, and provides a transcript for review.

This allows learners to talk through their essays without being flagged for irrelevant sounds like doorbells or coughing.

But what if a learner accidentally triggers our voice detection by saying a phrase that’s also a command for a voice assistant, such as “Okay Google”?

Our AI would notify a live proctor, but the proctor doesn’t immediately intervene. Instead, they review the situation in an analysis window, and if they determine no cheating occurred, they won’t intervene or disrupt the learner.

Block copying & pasting

Honorlock’s secure test browser prevents keyboard shortcuts, like copying and pasting. This also blocks them from pasting text they copied from another source before the test.

Scan the room for unauthorized resources & other people

Instructors can require a room scan before starting the proctored essay. This ensures that no unauthorized resources, like cell phones and books, or other people are in the room. 

Verify who they are

Quickly authenticates their identity—it takes about a minute or less— to ensure the person writing the essay is the same as the person getting credit.

Additional settings to proctor handwritten essays (or math) using pen/pencil and paper

Adjust proctoring settings

The instructor turns on Scratch Paper Allowed within Honorlock’s proctoring settings, and the AI won’t flag learners for looking down at their paper. 

The learner simply shows the blank paper before they start writing and uploads the written essay after they complete it.

Give the live proctor instructions & rules allowing handwritten essays

Providing the proctor with instructions that allow handwritten essays and rules for learners helps keep the review process organized.

Essay rules can include things like:

  • Only use a black or dark blue pen and blank/lined white paper
  • You can write on both sides of the paper
  • Before you begin writing, hold the blank paper up to the camera and show both sides
  • Write the question number in the top left corner of the paper
  • Hold the paper up to the camera after you finish writing your response to each question

How does Honorlock work?

Honorlock’s hybrid proctoring software and services combine AI with live proctors and 24/7 live support.

Unlike other online proctoring services, Honorlock makes the entire experience smooth and hassle-free. Remotely proctored exams can be taken 24/7 without the need for scheduling, and learners can get technical support from a real person. During proctored essays and assessments, learners won’t struggle with old, slow software or feel uncomfortable because a live proctor—a stranger—is watching them the entire time.

AI monitors behavior

The AI proctoring software monitors behavior during online exams and other course activities, like essays.

Detects misconduct?

The AI alerts a live proctor to review potentially problematic behavior in an analysis window.

No misconduct, no intervention

The proctor intervenes only if misconduct occurs.

Otherwise, the learner won’t be interrupted, and instructors and admins won't need to review irrelevant flags.

Access exam reports & recordings

After proctored tests are complete, test admins can filter reports and review recordings to focus on important flagged behavior. Test sessions are recorded in HD video and include easy-to-read summary reports with human-validated violations.

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1Weber-Wulff, D., Anohina-Naumeca, A., Bjelobaba, S. et al. Testing of detection tools for AI-generated text. Int J Educ Integr 19, 26 (2023). https://doi.org/10.1007/s40979-023-00146-z

Honorlock’s Online Proctoring Software Detects Cell Phones

Does Honorlock detect cell phones?

Imagine a week without your cell phone. For many, it’d seem pretty strange because they’re so intertwined in our lives. With a few taps—or words to Siri and Alexa—we use them to track our workouts, set timers while we cook, adjust our thermostats, and even monitor our health.

Unfortunately, the use cases also extend to being used to gain an unfair advantage during online exams. In fact, it’s the number one violation Honorlock sees during our remotely proctored exams.

Test takers use them to search the internet for answers, ask AI tools like ChatGPT for help, and interact with voice assistants like Siri and Alexa.

Fortunately, Honorlock’s online proctoring solution has the most comprehensive approach to detecting cell phones and preventing them from being used during online exams.

How does Honorlock detect cell phones?

Honorlock’s cell phone detection involves a combination of several proctoring tools in addition to review by our live proctors.

Multi-device detection

Honorlock’s proctoring software can determine when test takers try to use their cell phones to access test bank content during their exams. This feature protects against tablets as well.

Apple Handoff Detection

Our newest feature, Apple Handoff Detection, is exclusive to Honorlock and detects if a phone is present in the testing area. Our proctors then add a violation if the test taker is seen using a cell phone during the exam.

But even if it’s an Android phone, their behaviors to use the phone will likely be flagged by our AI. For example, AI flags when a test-taker looks down or voices specific keywords like “Google” or “Siri”.

Once flagged by the AI, a live proctor will watch the session live to determine if the test taker is using a cell phone or not.

Prioritized proctor review

All violations for suspected cell phone use are reviewed and verified by a human proctor to give you confidence in your exam results. In addition, Honorlock’s proctors are trained to spot cell phones that can be seen in reflections or light emitting from the phone.

Speech detection

Honorlock’s speech detection is ideal for instances when test-akers use voice commands to interact with voice assistants, like Siri or Alexa, on a device hidden from the webcam.

Our speech detection listens for specific keywords and phrases that activate and operate voice assistants, such as “Hey Siri,” “Alexa,” or “OK Google.”

This approach allows test takers to speak aloud while solving problems without being unnecessarily flagged and interrupted. It also creates a better testing experience compared to proctoring solutions that use sound detection, which can flag unimportant sounds like coughing or a dog barking.

About Honorlock

What is Honorlock?

Honorlock is an online proctoring company that partners with higher education institutions and professional education organizations, providing software and services that protect academic integrity and support test takers 24/7/365.

How does Honorlock work?

Honorlock blends live human proctoring with AI-proctoring tools to prevent cheating and create a non-invasive testing environment with fewer distractions.

Here’s how Honorlock’s exam proctoring works:

  • Honorlock’s AI monitors test takers’ behavior.
  • If the AI detects suspicious behavior, it alerts a live proctor to review.
  • After reviewing, the proctor only intervenes if potential cheating occurs or to help support the test taker.
  • Admins can access in-depth exam reports with time-stamped recordings within the LMS after exams are complete.

Other Honorlock features and benefits

In addition to the cell phone detection tools we mentioned earlier and our blended proctoring approach, Honorlock also:

Blocks AI tools like ChatGPT

Honorlock’s proctoring solution uses a combination of tools to block the use of AI and extensions, like ChatGPT and Transcript, during exams.

Provides 24/7/365 US-based test proctoring with live support

Proctored exams can be taken anytime without scheduling, and live support is available if needed.

Uses the webcam to record behavior and scan the room

The test taker’s webcam is used to monitor behavior throughout the proctored exam and it can be used for an optional 360-degree room scan to ensure no unauthorized resources or people are present prior to starting an exam.

Locks the browser

Honorlock’s BrowserGuard™ prevents (and/or flags) access to other browsers and applications and disables keyboard shortcuts like copying and pasting during proctored exams.

Verifies ID

Quickly verifies and authenticates test taker identity to ensure the person taking the test is the same as the person getting credit.

Finds leaked test content

Honorlock’s Search & Destroy™ technology automatically finds leaked test content on the internet and gives test administrators the ability to send content takedown requests with one click.

Protects exams taken on third-party platforms

Proctor exams on third-party platforms such as MyMathLab, Pearson, and more.

Integrates with your LMS

Honorlock’s proctoring software integrates with: Canvas, Blackboard, Moodle, D2L Brightspace, Intellum, Docebo*, and Open LMS. We also provide open APIs for custom integrations.

*Coming soon

Puts accessibility first

With minimal system requirements, support for low bandwidth, integrations with accessibility technologies, and individual accommodations ensures a fair and accessible testing experience for all learners.

Learn more about how Honorlock’s approach to online proctoring is revolutionizing and improving the entire testing experience in higher education and professional education.

Tyler Stike

Tyler is Honorlock's Director of Content and a doctoral student at the University of Florida focused on educational technology.

5 Questions to Consider if You Aren’t Proctoring Online Exams

Top questions to consider if you aren't proctoring online exams

If you aren’t using online proctoring (or just not using the right kind), you may be giving an unfair advantage to some test-takers and missing out on opportunities to test knowledge in nontraditional formats – even in a remote environment.

While most approach their online exams with integrity, some take advantage of unauthorized resources that are available in a remote testing environment, gaining an unfair advantage over others – maybe even unknowingly or innocently. 

These unauthorized resources can include things like: notes and textbooks, or using cell phones and searching the internet during exams, which puts the academic integrity of your online exams at risk.

Consider these questions if you:
  • Do not use any online proctoring services or services
  • Only use browser lockdown software
  • Only use automated proctoring software (no human proctors) or live proctoring services (one proctor watching multiple test-takers at once)

How would you know if a test taker uses a cell phone to look up answers?

Without online proctoring software, test takers can use cell phones and other devices to look up answers during the test.

Browser lockdown software can’t detect cell phones, and some remote proctoring companies rely on live proctors seeing the cell phone to “detect” it. 

Does it really work? Eh, not always. It’s pretty easy for a proctor to miss the cell phone because they may be watching a dozen test takers at once and the phone may be used out of view of the webcam.

So, how can proctored exams detect phones?

Unless you want to rely on a busy proctor seeing a phone, consider using Honorlock’s online proctoring platform to detect cell phone use.

How can Honorlock detect phones?

Honorlock’s online proctoring software can detect when test takers attempt to use cell phones or other devices to access test bank content during the test.

If it detects cell phone use, it alerts a test proctor to enter the test session and address the situation. It also flags the behavior for the instructor to review in a report after the proctored exam.

See how Honorlock can detect cell phones

How would you know the person taking the test is the same person getting credit for the class?

If you can’t verify the test-taker’s identity, you may be giving credit where credit is not due.

Without proctoring tools for online exams, your options are limited.

  • The good news: most online proctor companies offer ways to authenticate ID.
  • The bad news: it can be a complicated, time-consuming process that may put your data at risk.

Be sure that the online proctor companies you evaluate offer a quick, easy, and secure way to authenticate ID.

How does Honorlock’s proctoring platform authenticate ID?

In about a minute, the online proctoring platform captures a picture of the test-taker along with their photo ID to authenticate identity.

That covers the quick and easy parts, but what about security?

From our technology for remote proctoring to ongoing employee training, Honorlock takes a security-first approach in everything we do, including ID authentication.

Our remote proctoring software does not use face recognition or other biometric technologies (e.g., fingerprints or voiceprints) to identify test takers, and it doesn’t identify individual faces, store facial elements, or match faces to a database.

Learn about ID authentication with Honorlock

Are any of your test questions leaked online?

Have you ever found your test questions leaked on the internet? It’s pretty annoying, right?

Online forums (e.g., Reddit & Quora) and homework help sites (e.g., Chegg & Quizlet) have made it all too easy to find and share your test content.

How can you find leaked test content?

You basically have three options to find leaked test content:

  1. Copying and pasting each test question into the search engine, one-by-one, and reviewing tons of results

  2. Using basic proctor software to manually select questions you want it to search for

  3. Searching the internet automatically for all of your leaked test questions in a few minutes with Honorlock’s Search & Destroy technology for remote proctoring

Here’s how Honorlock’s Search & Destroy proctoring technology works

After enabling Honorlock’s online proctor software, Search & Destroy automatically scours the internet for all of your test questions in a few minutes. A simple report shows if leaked content is found and then you can send takedown requests with one click.

See how Search & Destroy works

What if you could remotely proctor hands-on assessments in an online environment?

Whether traditional questions (multiple-choice, etc.) or non-traditional formats (see below), Honorlock helps you customize the proctoring tools and settings needed to protect nearly any assessment activity.

Non-traditional activities that can be remotely proctored using Honorlock:

Open-book questions

Test takers have access to specific physical resources (e.g., textbooks) and/or digital resources (e.g., online research journals) during the exam, while all other resources are prohibited.
See how to proctor open-book exams with Honorlock

Handwritten math problems & essays

Test takers complete handwritten math problems and essay responses using pen and paper.
How to proctor handwritten math problems & essays

Using software to complete tasks

Software like Microsoft Excel and Quickbooks can be used to complete real-world tasks during online exams.
Learn how Honorlock remotely proctors software use during an exam

Online presentations & demonstrations

Using the webcam to conduct presentations and demonstrations in a remote environment.
See how to proctor online presentations & demonstrations

What if you could reduce test anxiety with remote proctoring software?

Test anxiety is common, especially in an online environment. A university survey showed that 64% of test takers agreed that “taking an online test makes me nervous.”

But the good news is that the same survey showed that Honorlock’s blended proctoring solution, which combines AI and human review, reduced test anxiety.

Test anxiety survey results summary after taking online proctored exams using Honorlock:

  • 6% decrease in test anxiety between their first & second proctored exams
  • 15% decrease in anxiety associated with the statement, “Thoughts about the proctor interfered with my concentration.”
  • 100% felt less anxious after interacting with an Honorlock proctor

Download the full anxiety survey eBook here

Online proctoring FAQ

What is online proctoring?

Online proctoring means monitoring test taker behavior with software and/or services to create a fair and equitable test environment that protects exam integrity.

Common online proctoring tools include: video monitoring, browser lockdown, audio monitoring, and ID verification. 

Some online proctor companies, like Honorlock, offer advanced tools that:

  • Detect cell phones and voices
  • Find leaked test content automatically
  • Combine software with human review
  • Proctor exams online with live US-based support 24/7/365

Why should you proctor exams online?

Most assume that online exam proctoring is just to catch cheating, but it does much more. 

In addition to preventing cheating, online proctoring is a strategic advantage and fundamental piece of distance learning that helps:

  • Instructors customize exams
  • Support test takers and reduce test anxiety
  • Assess knowledge with different question formats
  • Protect reputation and scale online testing
  • Provide flexibility to take proctored exams 24/7/365

What industries use online exam proctoring?

Online exam proctoring is often used in higher education and by organizations offering professional education programs.

Online proctoring in higher education

Universities and colleges use online proctoring services and software for: 

  • General testing needs for online courses
  • High-stakes exams, like midterms and finals
  • On-campus testing centers
  • Entrance exams

Online proctoring for corporate and professional education

Organizations of all sizes typically use proctored exam platforms and services for: 

How does online proctoring work with Honorlock?

Honorlock’s blended online proctoring solution combines AI software with human review. 

Here’s how it works:

  • Honorlock’s proctoring platform integrates directly with the LMS, which means:
  • Instructors create exams like they already do, then select the remote proctoring tools and settings they want to use.
  • Test takers log into the LMS like they normally do (no extra logins or passwords), verify ID, launch the proctored exam, and get live support 24/7/365.
  • The online proctoring software monitors exams and alerts a proctor if it detects potentially problematic behavior.
  • Once alerted, they can review the situation in an analysis window to determine whether or not to intervene and address the situation.
  • After the proctored exams are completed, instructors can access reports with timestamped recordings within the LMS.

Honorlock provides the best way to proctor exams online for a few reasons:

  • Our remote proctoring platform integrates directly with the LMS, which makes it easy to use because it’s basically the same test environment
  • AI with human review protects academic integrity with a human touch
  • Proctored exams with live support can be taken 24/7/365
  • It reduces test anxiety because there are fewer distractions and test takers aren’t being watched the entire time

Why is Honorlock the best online proctoring software?

According to peer-to-peer review site, G2, Honorlock is the best online proctoring software because it’s easy to use, simple to set up, and live, US-based support is available 24/7/365.

Our online proctoring services and software create a better test environment that brings integrity, humanity, and confidence to online testing without sacrificing security or academic integrity.

Ready to proctor exams online with Honorlock?
Fill out the form to see how Honorlock’s test proctoring software & services work

Tyler Stike

Tyler is Honorlock's Director of Content and a doctoral student at the University of Florida focused on educational technology.

How to Write Better Test Questions (Tips With Examples)

Article to help instructors write better exam questions

With so many types of test questions, which should you use on your online tests?

We’ll show you how to write better test questions and when to use them. Click the bullet below to skip to that section.

Multiple-Choice Questions

Multiple-choice questions are very common for online tests. They generally consist of a question with three or more answers to choose from – one is the correct answer, and the others are “distractors.”

When to use multiple-choice test questions

Multiple-choice questions are extremely versatile and can be used for practically any subject and situation, such as:

  • Associating & Comparing
  • Terms & Definitions
  • Problem-solving
  • Recalling Concepts & Information
  • Vocabulary

Parts of a multiple-choice question

Tips for writing multiple-choice test questions

1. Don’t use “all of the above” or “none of the above” as choices
These statements make it easier to guess the answer.
  • “All of the above” means that a student just needs to identify two of the correct choices to get the answer right.
  • “None of the above” doesn’t mean that the student knows the correct answer – just that they can recognize wrong answers.
2. Answers shouldn’t overlap

Answers should be independent of one another, with no overlap.

Less Effective

More Effective

3. Remove any element of subjectivity

Less Effective

More Effective

In the less effective example, the student is left with three acceptable but subjective answers to a broad question. The use of “best” is subjective. The best feature for some can be irrelevant to others.
4. One subject per question
5. Don’t give away answers with the wording or structure of the question

Small mistakes can give away the correct answer, even with no context of the subject.

Question Format

The example above includes three lines, which gives away the answer of New York City because the other options are two words or less.

Sentence and Answer Format – Titles

Even with no context of the event or the potential attendees, you can probably guess the correct answer based on the titles before the blanks and the order of the names.

For this question, a simple way to improve it is to remove the title before the blank.

Word Format – Plural and Singular

Since the company purchased 500, that inherently means that the correct answer will be plural, which excludes option A, which is written in a singular format.

Aside from using a consistent plural/singular format for each answer, you could also create answers that account for both singular and plural options:
e.g., Computer(s); Webcam(s)

True-or-False Questions

When to use true-or-false test questions

True-or-false questions may seem simplistic, but when used correctly, they can effectively test in-depth understanding of information through:

  • Analyzing items and statements
  • Recall of information & concepts
  • Surveys & feedback
  • Terms & definitions

However, writing true-or-false questions can be tricky because small word choices can change the meaning of a statement.

Tips for writing true-or-false test questions

Statements must be 100% true or 100% false
Leave no room for interpretation or subjectivity. Each statement should be explicitly true or false. Less Effective
More Effective

The less effective example implies that water may sometimes include elements other than hydrogen and oxygen.

 

Small words choices can completely change the meaning of the message

Modal Verbs

Modal verbs can help describe the possibility, ability, intent, and necessity of a main verb.

Examples of modal verbs: can, may, could, should, would.

Here’s how a modal verb can change a sentence:

  • No modal: I run every day.
  • With modal: I can run every day.
Running every day and having the ability to run every day are two very different things. Having the ability to run every day doesn’t mean that you do run every day.
  • The example with no modal states a fact: the person runs every day.
  • The example with a modal verb states that the person is capable (can) of running every day, not that they do.

Absolute words

Similar to modal verbs, absolute words can change the meaning of a sentence entirely.

Examples of absolute words: never, always, all, must

Here’s where you have to consider if something is absolutely 100% correct or if it’s just a general statement.

  • With absolute: The man never goes running.
  • Without absolute: The man rarely goes running.

Which sentence is truly accurate?

Does the man literally never run, or is it just rare that he runs?

Note: Some sentences can include both modal and absolute words, which can cause confusion for the student.
e.g.: The man usually never goes running.

Watch for double negatives

Double negatives make a test question confusing for anyone.

Example of a double negative used in a true-or-false statement:

  • Less effective statement: The man was not unhappy that the rain stopped.
  • More effective statement: The man was happy that the rain stopped.

The less effective example is confusing, right? The first negative word in that sentence is “not” and the second negative is the prefix “un.” When you combine the two negatives, “not unhappy” is canceled out and changes to a positive.

Fill-in-the-blank Questions

Fill-in-the-blank test questions provide an objective way to measure true understanding of the answer rather than recognizing the answer to a multiple-choice question when they see it.

 

When to use fill-in-the-blank questions

  • Terms & Definitions
  • Problem-solving
  • Recalling concepts & information
  • Vocabulary

Tips for writing fill-in-the-blank questions

Don’t start a statement with a blank

Blanks should be included toward the end of the statement instead of the beginning.

Less Effective
More Effective
Make sure the statement and answer grammatically align
Less Effective
(Correct answer: bridge)
More Effective
The article “an” before the blank space usually indicates that the answer starts with a vowel, which is confusing because the answer doesn’t start with a vowel. Don’t use too many blank spaces Too many blank spaces can overwhelm students and potentially lead to incorrect answers.

Written Test Questions

Written test questions can be more time-consuming to review, but they’re an effective way to allow students to expand their thoughts and tie-in other concepts.

When to use written test questions

  • Associating & comparing
  • Authentic assessment
  • Terms & definitions
  • Problem-solving
  • Recalling concepts & information
  • Vocabulary
  • Student feedback

Tips for better written test questions

Intentionally frame your questions based on the goal

  • Less effective: “Discuss the benefits of process-improvement methodologies”
  • More effective: “Compare the benefits of Six Sigma and Agile to determine which methodology is the best option for a software company.”

Words to help frame the purpose of your essay question:

  • Group/Classify/Categorize
  • Compare and contrast
  • In your own words, define
  • List five ways to
  • Define
  • Summarize
Words and phrases to avoid when creating an essay question:
  • Discuss
  • Detail
  • Speak to/about

Use blind grading (anonymous grading)

Blind grading, sometimes called anonymous grading, can help remove grading bias because students submit their tests without a name or number. You can set this up in most modern LMSes by turning on anonymous grading at the course level. Doing so will hide the students’ names before grading and automatically distribute the test score back to them.

For longer essay questions, focus on broad topics

Instead of focusing on one
specific item for a longer written response, focus on larger topics. This approach allows students to demonstrate complex understanding by associating items across a broad range of topics.

Provide the same questions to all students

Instead of listing four essay questions and requiring students to answer two, just provide two questions. This approach helps consistently measure student performance and ensure fairness during grading.

Set expectations and prepare students

Good response vs poor response

Give examples of what makes a good response or poor response. What aspects should be addressed? What can make or break an answer?

Technical information

Give students context about time limits, general response length, how to get support, etc.

Detail the formatting expectations

Typed responses: Tell students what fonts should be used, which processor (Word Doc, Google Docs, etc.), what font types to use, font sizes, and line spacing.

Hand-written responses: Tell students what type of paper to use, pen color, and any other details that will help ensure that they’re on track.

Did you know you can use online proctoring for hand-written test questions?

Instructors can provide instructions to the remote proctor to allow students to use a pen and paper. You can even require that students show their work at certain intervals throughout their response.

Matching Test Questions

Matching test questions are an effective way to test knowledge in a variety of scenarios that cover a large amount of content.

When to use matching test questions
  • Terms and definitions
  • Scenarios and responses
  • Causes and effects
  • Parts and functions
  • Vocabulary
Layout example:
Tips for creating matching test questions
Include more answers than prompts

Using more answers than prompts removes the ability for students to answer by process of elimination.

Structure and format shouldn’t give away the answer

Avoiding this problem can be especially tricky in matching-test questions. In the example below, number two is relatively easy to guess because the answer includes the first name. Resolve by removing “female” from number two and/or removing the first names from the answers.

Prompts/answers shouldn’t be vague

In the example below, you can see that in the less effective example, the prompts are vague and most answers could apply to a few different prompts.

Less Effective
More Effective

 

  • Largest animal on the farm: This question comes down to a cow or a horse. But what type? That impacts the answer.
  • Domesticated animal: The go-to responses are both dogs and cats, but some people consider any farm animal “domesticated.”
  • Mostly carnivore: Again, the go-to responses are both dogs and cats, but pigs can also consume mostly meat.

Rank-and-Order Questions

These questions ask students to rank or order a list of items based on chronological order of dates, steps, or level of importance. They’re especially dynamic because students can respond in a few ways that combine with other question types, such as the student dragging and dropping numbers into the correct order or matching a step with the correct order.

 

When to use rank-and-order test questions
  • Chronological order of events
  • Steps to complete a task
  • Understanding the importance of an item
How to write rank-and-order test questions
Keep questions and items on the list focused

If a student has to chronologically order 15 historical events, they may get overwhelmed before they even start.

Instead, divide the 15 events into three sets of five events.

Give context about what’s highest or lowest, first or last, best or worst, most important or least important.

  • Less effective: Rank the importance of work-life balance from 1-10.
  • More effective: Rank the importance of work-life balance according to the survey from the ABC Company case study. 1 is the most important ranking. 10 is the least important.

Tip: Use ranking questions as a tool to gather student feedback

You can use them to gather general course feedback or provide very specific questions based on activities.

General Rank Question
Specific-Activity Question

 

Authentic Assessment

What is Authentic Assessment?

Authentic assessment is becoming increasingly popular because, rather than simply recalling information, students are actually completing real-world tasks and activities that demonstrate their knowledge and expertise.

 

Examples of authentic assessment uses in an online classroom
  • Virtual presentations and demonstrations using a webcam
  • Completing a project using industry software
  • Creating a portfolio of work
  • Game-based activities
  • Essays
  • Course participation in debates and discussions
Tips for creating authentic assessments
  1. Write a 1-2 sentence summary that identifies the key objectives of the assessment
  2. Divide the summary sentence into separate parts
  3. Create a list of what students should know for each section
  4. Determine which authentic assessment tasks and activities students can complete to demonstrate their knowledge
  5. Pick which assessment activities to use and create a detailed rubric
Here’s an example of how to create an authentic assessment:
1-2 sentence summary of key objectives of the assessment

Students will demonstrate understanding of the human skeletal system and basic knowledge of joints.

Divide the summary sentence into separate parts

Students will demonstrate understanding of the human skeletal system and basic knowledge of joints.

Students will demonstrate:
Part 1: Understanding of the human skeletal system
Part 2: Basic knowledge of joints

Create a list of what students should know for each section

Part 1: In-depth
understanding of the human skeletal system

  • The name of each bone in the skeletal system
  • The five types of bones

Part 2: Basic knowledge of joints

 

  • Name and an overview of each joint type
  • Basic anatomy of a joint and how it works
Determine the tasks and activities students can complete to demonstrate their knowledge

Here are potential activities for Part 1 of this authentic assessment example:

Part 1: In-depth understanding of the human skeletal system
The name of each bone in the skeletal system

  • Video recording: Identify each bone in the skeletal system by pointing to it on an illustration or small replica of a skeleton.
  • Game-based activity: Play a matching game on [website/software] of the name to the appropriate bone in the skeletal system.

The five types of bones

 

  • Written – short answers: Summarize each type of bone (250 words or less for each).
  • Video recording: Identify the five types of bones, explain the differences, and point to three examples of each type on the skeleton illustration or small replica.
Pick the assessment activities to use and then create activity descriptions and rubrics

After you decide which activities students will complete, create detailed activity descriptions and rubrics for each portion of the assessment.

Example authentic assessment activity description

For this example, the instructor asks students to record a video of themselves identifying each bone in the skeletal system by pointing to it on an illustration or small replica of a skeleton.

Description: Use your webcam to record a video where you’ll identify each bone in the skeletal system by pointing to an unlabeled illustration or a small replica.

  • To identify the bone, use a pen or pencil as your pointer. The pointer will help clearly identify the bone you are selecting.
  • After you point to the specific bone, clearly state the name of the bone using its correct pronunciation.
  • You will identify each bone in different sections of the skeleton, starting with the top of the skull and progressively working your way down.

The order of sections will be:

  1. Skull
  2. Shoulder girdle
  3. Torso
  4. Arm
  5. Hand
  6. Pelvic Girdle
  7. Leg 
  8. Foot
Provide a rubric for the assessment activity that details how it will be graded and the associated points, as you’ll see in the example below.

Overall online testing tips for instructors

Keep accessibility in mind for each assessment activity

Are there other ways students can complete each activity regardless of their disability or condition?If the assessment activity involves a spoken component, how can students with speech impairments complete it?
Are all technologies in your online course compatible with assistive technology?
Do the LMS, third-party platforms, and online proctoring software integrate with assistive technology?

What resources do students need to complete the activities?
Can every student afford a webcam/microphone? If not, do they have access to resources on campus?

Use online proctoring to create a fair test environment

While online tests are convenient, they can also pose challenges to protecting academic integrity.

Students can use cell phones or other browsers to look up test answers, use their notes, or even have another person take the exam for them.

Online exam proctoring can help deter and prevent students from cheating by:
  • Detecting cell phone use
  • Identifying when test questions have been leaked on the internet
  • Monitoring student behavior with video
  • Verifying student ID
  • Detecting voices and sounds
  • Providing instructors with detailed reporting and recordings

In addition to the benefits listed above, Honorlock’s online proctoring solution combines AI software with live human proctors to protect academic integrity while still supporting students and faculty.

Our AI monitors each student’s exam session and alerts a live proctor to join the session if it detects any potential academic dishonesty.

This blend of AI and human review delivers a less intimidating and non-invasive proctored testing experience for the student because they aren’t constantly being watched.

Create clear test rules and instructions

Along with creating effective test questions, you need to make test rules and instructions that are clear and concise. Both are equally important to your students’ success and testing experience.

Here are some examples of what to do and not do when you make test rules and instructions

Explicitly state what students can and cannot do

  • Don’t do: Don’t talk with your friends or family during the test.
  • Do: No talking during all tests.
  • In the “Don’t do” example, the student may think: “my classmate isn’t really my friend or family, so it’s okay to talk to them for help.”
  • Don’t do: No other devices can be on your desk during this test.
  • Do: Remove all other electronic devices from the testing room/area, such as cell phones, tablets, ereaders, computers, smart watches.
  • In the “Don’t do” example, the student may think: If my cell phone is in my lap, it’s technically not on my desk.
Tell students what to expect

Provide details about time limits, number of attempts, and how to get support.

If the test is remotely proctored, explain what that means for students:

“We prepare students ahead of time by giving them an orientation at the beginning of the program with a module dedicated to online proctoring with Honorlock,” – Jill Simpson, PhD, Assistant Professor and Instructional Technologist at University of North Alabama

Use frequent practice tests to help reduce test anxiety
Along with not knowing what to expect, a main cause of student test anxiety is related to concerns about technology. “My professor set up a practice test the week before the first real test. The practice test listed out all of her expectations and requirements. On my first real exam, I was fully prepared for the online proctoring experience since I knew what to expect.” – Student quote in a post-exam student test anxiety survey interview
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Tyler Stike

Tyler is Honorlock's Director of Content and a doctoral student at the University of Florida focused on educational technology.

How to Find Leaked Test Questions and Take Action

No matter how much time is spent creating test questions, test takers can quickly find and share them online.

To help overcome the issue, some exam administrators completely rewrite their exams and even use different question formats. But what happens if those are leaked too?

If the right technology isn’t in place, you’re just reacting and guessing instead of identifying the issue and taking action.

 

How do test takers find and share your test content?

Home work help sites

Homework help sites like Chegg and Quizlet make it simple to find and share test content.

Most of these sites were originally created to provide learners with access to more educational resources, but they’re easy to exploit for an unfair advantage.

It only takes a few minutes to find answers to test questions

Within minutes, learners can create an account and then find and share test questions and answers.

Even more concerning, exam administrators may even find that their test questions are copied and pasted on these sites in chronological order.

Most homework help sites have SMEs ready and waiting

Homework help sites can have a swarm of subject matter experts (SMEs) that are readily available to help learners get answers to questions, including your test questions.

Even though most of these sites have “integrity policies,” the SMEs are there to help learners, not to enforce academic integrity on the exam admins’s behalf.

How to find leaked test questions on the Internet

To find leaked test questions, exam admins basically have two options:

  1. Manually searching for all of their test questions on the Internet

  2. Automatically searching for all of their leaked test questions with technology

Obviously, manually searching for leaked test questions can be an overwhelming and time-consuming.

But Honorlock’s proctoring platform has technology that can automate this for you. Let’s explore.

What to know about Honorlock’s Search & Destroy™

Honorlock’s Search & Destroy™ technology searches the Internet for all questions used on the exam in a matter of minutes. If it finds leaked exam questions, exam administrators are given simple steps to take control of the situation.


How does Honorlock’s Search & Destroy™ work during proctored online exams?

1. Searches the Internet automatically
Search and Destroy is triggered as soon as Honorlock is enabled for a proctored online exam. In a few minutes, the technology searches the Internet to identify test questions that have been shared online.

2. Admins can review the search results

After the search is complete, admins can review the search results, which show the test questions that are at risk.

3. Take action

With one click, Honorlock’s Search & Destroy provides the ability to send takedown requests (per the Digital Millennium Copyright Act) to the sites displaying their copyrighted test questions. This also gives admins the ability to use these findings to update exam questions as needed.

Other ways to protect your online exams

Honorlock’s Search & Destroy technology is one layer of our advanced online proctoring solution.

Our proctoring software and services combine AI with live proctors to protect online tests while supporting test takers .

Our online proctoring software monitors each test taker for potential academic dishonesty and alerts a live proctor if it detects and potentially dishonest behavior. Then, the proctor can review the situation to determine whether to intervene or not. This approach to online proctoring can provide a less intimidating and non-invasive proctored testing experience for the test taker because they aren’t constantly being watched.

In addition to our blend of AI and live proctors, Honorlock’s online proctoring service and software can:

Our Search & Destroy feature, along with other advanced proctoring features, allows exam admins to take control of online exam integrity and provide test takers with a fair and equitable online test environment.

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Tyler Stike

Tyler is Honorlock's Director of Content and a doctoral student at the University of Florida focused on educational technology.

Preparing for a Proctored Exam & What to Expect

How students can prepare for a proctored exam

What is a proctored exam?

A proctored exam is monitored by software, live proctors, or a combination of both to prevent cheating, create a fair test environment, support students, 

Tips for students to prepare for remotely proctored online exams:

  • Make sure your device meets the system requirements
  • Review the test instructions and rules ahead of time
  • Take a practice test if available
  • Set your testing environment up for success (clear your desk, turn the lights on, remove unauthorized items like phones, notes, textbooks, etc.)
  • Have an appropriate form of ID ready for identity verification
  • Know how to access technical support

How to take a proctored assessment

Generally speaking, you’ll need to install the proctoring software, app, or browser extension, scan your room, verify ID, and get started.

Here how proctored exams work with a hybrid solution:

  • Install the Chrome browser extension (no software downloads).
  • Pre-test checklist: We’ll walk you through a quick 60-second pre-test checklist to make sure you’re ready to go.
  • Scan the room: Use the webcam to scan the room to confirm that no one else is in the room and that external resources like a cell phone, textbooks, and notes aren’t available.
  • Verify your identity: Take a picture of yourself and your photo ID (using the webcam) to verify that you are the student enrolled in the online course (this typically takes less than a minute).
    • You can typically use any government-issued ID (e.g., driver’s license or passport) or a student ID that has your photo.
  • Begin the exam: Show what you know!

Tips to set up your room for a proctored exam:

  • Take the exam in a room that’s comfortable, quiet, and free of distractions
  • The room should be well lit and clear of any clutter around you and on your desk
  • No other people should be in the room with you (but if someone does come in accidentally, don’t worry! Our technology and proctors can help.)

How does Honorlock work?

Honorlock’s hybrid proctoring solution uses AI to monitor behavior during exams. If the AI detects an issue, a live proctor reviews it and intervenes only when necessary.

Live support (that means REAL people) is available 24/7/365 to to troubleshoot issues and make your testing experience as smooth as possible.

Here’s a quick look at questions students have about Honorlock:

  • We don’t sell or share student data
  • We don’t have access to your cell phone
  • You aren’t being watched the entire time
  • We don’t use face recognition
  • We don’t have access to the student’s network 
  • We don’t have access to your webcam or microphone after the exam ends
  • You don’t need to create extra accounts or passwords are needed
  • You can delete Honorlock’s browser extension after the proctored exam is over
  • Your institution owns the data, not Honorlock
  • Honorlock is compliant with data privacy standards like FERPA
  • Our remote proctors are trained to follow data privacy compliance standards
  • We only gather student data required to proctor the exam

Scheduling a proctored online exam

With Honorlock, you don’t have to schedule your exam. Just log into your LMS and take your proctored exam anytime you’re ready, 24/7/365, as long as it’s within the exam time frame set by your instructor.

Requirements to a virtually proctored exam

To take a virtually proctored exam, you need a computer, a functioning webcam and microphone, the software or browser extension, and appropriate Internet speed.

Honorlock’s minimum system requirements

Our system requirements are located below and we provide a simple single-click test to check yours.

Does Honorlock have access to my cell phone?

No. Honorlock does not have access to your cell phone or other devices. However, our platform can detect when students attempt to use phones during online exams.

Does Honorlock sell my personal data?

No. Honorlock does not sell your personal data. EVER.

What information does Honorlock collect?

We gather as little as possible, such as:

  • The IP address through the Chrome extension
  • Name and email address using the school’s LMS
  • A screen recording and a webcam recording
  • A photo of the student and ID to verify identity

How is my data protected?

Your privacy is our priority. All data in transit and data at rest is encrypted and stored within Honorlock’s private cloud in an Amazon (AWS) data center.

Links to helpful student resources:

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Allie Luker

Allie is an experienced marketing professional with an extensive focus in higher education technology. She is passionate about creative solutions that drive innovation and positive results for organizations.