Tips for Reviewing Proctored Exam Results

Tips for Reviewing Proctored Exam Results

Want to save time while reducing violations and boosting integrity?

Let’s explore how to quickly analyze and review proctoring results. Reviewing proctoring results not only saves time, but also reduces violations and builds integrity.

Let’s kick this off with a Quick Tip Video, follow it up with interactive resources to practice what you learn, and then put it into practice.

Step 1: Watch the Reviewing Results Quick Tip Video

Step 2: Hover the hotspots below to review and test your knowledge

Honorlock’s live proctors minimize anxiety and disruption

During exam sessions, Honorlock’s live proctors evaluate AI-flagged behaviors in real-time. They dismiss false positives, like a roommate passing by without interaction or a test taker looking at permitted scrap paper, and intervene only when necessary, ensuring compliance while minimizing anxiety and disruptions.

Consecutive arrows indicating "low risk" "medium risk" "high risk" and "confirmed" integrity violations
  • Inappropriate attire
  • Background noise
  • Non-exam conversation
  • Inappropriate workspace
  • Hat or hoodie
  • Headphones
  • Leaving the testing area
  • Third-party present in the room
  • Frequently looking to the side
  • Mobile phone in use
  • Third-party assistance
  • Obstructing the webcam

Honorlock saves you time

This approach reduces your workload and helps you focus on what matters most. With proctor-validated violations, exam administrators spend 90% less time reviewing exam sessions.
Bar chart showing the average time savings with Honorlock compared to other proctor solutions.

On average, you’ll spend over 5 hours reviewing results for every 100 automated solution exam sessions.

On average, you’ll spend 30 minutes or less reviewing results for every 100 Honorlock exam sessions.

Reviewing results is as easy as A-F-V2!

Because Honorlock records each test taker’s screen and webcam for every session, you can watch every moment of every session, but that would be extremely time-consuming. To save you time and help you focus on what really matters, Honorlock highlights exactly which moments you should review. Without question, we do this better than any other solution. 

With Honorlock, reviewing results is as easy as A-F-V2

Shows the acronym AFV, which stands for Access, Filter, View Violations

Let’s practice! How do you review your results?

Imagine you received a critical session email alerting you to a violation in your Psychology course.

Log into your LMS to view violations in your psychology course in the Human Brain Quiz.

Log into your LMS to view violations in your psychology course in the Human Brain Quiz.

There are 3 human-verified violations in your Human Brain Quiz exam sessions. You should review all exam sessions with violations.

Hover below based on where you need to go to review your Honorlock results. 

Correct! Access your course.

Close, but incorrect course.

Simply navigate to the Honorlock assessment results within your course.

Close, you can find your quizzes here, but not your Honorlock results.

Correct! Navigate to your Honorlock assessment results.

Which exams have sessions you should review?

Remember, Honorlock highlights exams with human-validated violations. Which exams have sessions with violations?

Not quite. This quiz has 8 completed exam sessions. A live proctor popped in once, but there are no violations.

Not quite. This quiz has 8 completed exam sessions. A live proctor popped in once, but there are no violations.

Not quite. This is where you configure your proctoring settings for the Social Psychology Quiz.

This quiz has 8 completed exam sessions.

A live proctor popped in once.

Correct! This quiz has 8 completed exam sessions, a live proctor popped in once, and there are 3 violations.

Correct! This quiz has 8 completed exam sessions, a live proctor popped in once, and there are 3 violations.

Not quite. This is where you configure your proctoring settings for the Human Brain Quiz.

This quiz has 8 completed exam sessions.

This quiz has 3 violations.

A live proctor popped in once.

Which exams have sessions you should review?

While you have the option to filter to any type of flag, how do you quickly focus on sessions with violations or high-priority flags? Which exam sessions should you review?

Correct! “Recommended” is a quick filter to view only sessions with violations or high-priority flags.

This exam session does include 2 violations. You should review every exam session with a violation, but where do you click to view the violation?

Correct! This exam session includes 2 violations. You should review every exam session with a violation.

This exam session does include 1 violation. You should review every exam session with a violation, but where do you click to view the violation?

Correct! This exam session includes 1 violation. You should review every exam session with a violation.

Try again. While you can certainly review every session, it would be very time consuming. Focus on the sessions with violation and/or high risk flags to make the most of your time. Honorlock’s highlights the sessions you should review.

Try again. While you can certainly review every session, it would be very time consuming. Focus on the sessions with violation and/or high risk flags to make the most of your time. Honorlock’s highlights the sessions you should review.

How do you view violations within this session?

Where do you click to see what happened for yourself during the violation?

Try again. While you can view any moment of the session, this is not a moment of importance.

Try again. While you can view any moment of the session, this is not a moment of importance.

Okay, while this is not a violation, this is a high-priority moment in the exam session. Click to view this high-priority flagged behavior.

Correct! Click here to view the violation. You should review every exam session with a violation.

Okay, while this is not a violation, this is a medium-priority moment in the exam session. Click to view this medium-priority flagged behavior.

Streamline Your Review with A-F-V2: Access, Filter, View Violation

With Honorlock, reviewing results is simple. Just remember A-F-V2: Access, Filter, View Violation. By focusing on key moments, you’ll build a culture of integrity while saving time. 

Thanks for exploring this Interactive Quick Tip on Reviewing Results —start using AFV2 today to streamline your review!

How to Detect Cheating On Online Exams

It’s tough to detect and prevent cheating on exams—especially online. Students are smart, tech-savvy, and have plenty of tools that make it easier to cheat unless you have the right assessment strategies, proctoring technology, and a deeper understanding of why students cheat—beyond obvious reasons like wanting better grades or thinking they can get away with it.

Why do people cheat on exams?

People often cheat because they can easily get away with it, they want better grades, or they just feel unprepared. Those are obvious reasons. But beyond the obvious reasons, cheating is complex and has a lot of gray areas. You can learn more of the real reasons students cheat, but here are three interesting reasons:

Do attitudes and emotions impact cheating?

We like to think that when students have strong beliefs that cheating is wrong, they’ll avoid it, and their moral compass will steer them toward academic integrity. But, that usually isn’t the case. Attitudes, morals, and values impact intentions to cheat, but ultimately, they don’t reduce cheating behavior (Ababneh et al., 2022; Johnson‐Clements et al., 2024; Kasler et al., 2023).

It’s kind of like how we know that driving above the speed limit is illegal, so we don’t intend to speed to the airport… But if you’re running late for a flight, you’ll probably put the pedal to the metal even though you know it’s wrong.

Negative emotions, like anxiety, increase cheating, especially if they expect to perform poorly or aren’t prepared (Eshet et al., 2024; Salgado et al., 2022).

Plagiarism is confusing

Students generally understand plagiarism, but there’s still confusion about how to do it and what information needs to be cited (Larkin & MintuWimsatt, 2015).

Some believe using internet content without citing it is acceptable because it’s publicly available. They also struggle with understanding what qualifies as “common knowledge.” Yale defines common knowledge as knowledge that most educated people already know or can find in an encyclopedia or dictionary. Obviously, there’s a ton of information in those two sources, and Yale acknowledges that the definition of common knowledge is ambiguous and explains that it changes based on the audience.

So, is it still cheating if students genuinely don’t know how or what to cite? Regardless of whether it’s intentional behavior or an innocent mistake, it needs to be addressed.

They believe others students are cheating and faculty don’t care

When students know their peers are cheating, it begins to feel like normal, acceptable behavior, which makes them more likely to cheat, and it’s easier to justify misconduct (Bath et al., 2014; O’Rourke et al., 2010; Tatum, 2017). The issue is amplified when faculty don’t address cheating, and students begin to think that they don’t care or won’t do anything about it.

Faculty often avoid addressing and reporting cheating for several reasons (MacLeod & Eaton, 2020; Staats et al., 2009):

  • Reporting cheating is time-consuming, and faculty often doubt their institution handles misconduct consistently or effectively.
  • Evidence of cheating wasn’t conclusive enough.
  • Accusing a student of cheating is stressful for both faculty and students.
  • Worries about the situation escalating, such as the student denying the accusation or the risk of legal repercussions.

Using assessment strategies and remote proctoring to prevent cheating on online exams

Protect test content from being leaked online

With forums like Reddit and websites like Chegg and Quizlet posing as “homework help,” it’s easy and common for your test content to be leaked online.

One university found that 56% of their exam content was leaked on Chegg. Engineers at the university said, “Alarmingly, we found over half of the audited units had cheating content on Chegg, [which] is broadly used to cheat and 50% of questions asked on Chegg are answered within 1.5 h[ours]. This makes Chegg an appealing tool for academic misconduct in both assignment tasks and online exams.”

Instead of manually searching for individual questions, Search & Destroy™ automatically scans the web for your leaked test content in a few minutes. If it finds any, it shows you where and allows you to send one-click takedown requests. Easy peasy.

Restrict time limits

Unless students require accommodations for additional time, setting strict time limits can help reduce cheating. Several studies found that students take about twice as long to complete unproctored exams compared to students taking proctored exams—which may be because they spend more time searching for answers online during unproctored tests (Alessio et al., 2017; Howard, 2020; Zhang, 2024).

Stop students from using AI during assignments and exams

Students can use AI chatbots like ChatGPT, Claude, and Microsoft Copilot to write about pretty much anything. Unfortunately, using AI detection software won’t really help because once a student changes a few words in the AI-generated text or uses a paraphrasing tool, AI detection is ineffective and inaccurate.

However, there are a few proctoring tools that work together to block unauthorized AI during exams and assignments.

In addition to using proctoring to block AI chatbots, you can also use:

  • Authentic assessments for students to prove they can apply what they’ve learned to complete projects and tasks in real-world situations.

For example, instead of asking nursing students to answer a series of multiple-choice questions, an authentic assessment may ask them to record a short video where they identify the parts of a stethoscope and demonstrate how to use it while explaining what they’re doing.

  • Assignments tied directly to in-class content, such as creating a short essay that compares and contrasts two peer discussion posts or a personal reflection on the results of an in-class survey.

Example assignment connected to class: Select two peer responses from last week’s discussion posts, each focusing on a different learning theory. Write a 2-page comparison of their similarities and differences, then create a simple visual (mind map, concept map, or infographic) to show how your own response aligns with or differs from the two you chose.

  • Scaffolded assignments that break larger assignments into a series of smaller assignments. For example, replace a single, long-form research paper with smaller assignments like brainstorming topics, submitting a proposal and outline, and writing a draft for peer review before writing the final research paper. You can also ask for a reflective component. Similar to the Ask students to submit each step in a different format, such as a mind map for brainstorming, a concept map for the proposal/outline, and a voice-over presentation for the reflection.

Detect cell phones, smartwatches, and other secondary devices

Cell phones are a huge threat to exam integrity. In fact, it’s the most common way students try to cheat on proctored exams.

Most proctoring services hope a live proctor, who usually watches 10-12 exams at once, will catch a student using a phone in real-time, which isn’t realistic. However, some services take a different approach that uses AI to detect phones and other devices, with a live proctor reviewing it once it’s flagged.

Help reduce students’ test anxiety

Tests are naturally stressful for most people, and they can increase anxiety. And when anxiety increases, some students are more likely to cheat (Eshet et al., 2024).

Practical tips for faculty to help reduce student test anxiety:

  • Clearly explain what the test covers, question types, time limit, grading criteria, etc.
  • Show how to use any technologies (include a demonstration if possible.)
  • Provide practice exams to test technology and devices.
  • Review the rules and answer any questions.
  • Share technical support contact information and details on how to access it.
  • Explain available accommodations and how to request them.

Monitor behavior 

Another thing to consider is how you’ll monitor student behavior during online exams, such as:

  • Video monitoring so you can see if they’re trying to look at their notes and use other resources during the test.
  • Smart Speech detection (not sound detection) so you can tell if they’re talking to someone else in the room or asking Siri for help, but not have to review flags for unimportant noises like coughing or a doorbell ringing.
  • Locking the browser and recording their screen to see if they try to access other websites or attempt to copy and paste questions into a document.

Verify that it’s the right person taking the test

Online proctoring systems can help verify identity by capturing a photo of both the test taker and their ID. This way, you’ll know that the person taking the proctored exam is getting credit for the online course. 

Learn more about remote proctoring software, tools, and services

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Ababneh, K. I., Ahmed, K., & Dedousis, E. (2022). Predictors of cheating in online exams among business students during the Covid pandemic: Testing the theory of planned behavior. The International Journal of Management Education, 20(3), 100713. https://doi.org/10.1016/j.ijme.2022.100713

Alessio, H. M., Malay, N., Maurer, K., Bailer, A. J., & Rubin, B. (2017). Examining the Effect of Proctoring on Online Test Scores. Online Learning, 21(1). https://doi.org/10.24059/olj.v21i1.885

Bath, M., Hovde, P., George, E., Schulz, K., Larson, E., & Brunvatne, E. (2014). Academic integrity and community ties at a small, religious-affiliated liberal arts college. International Journal for Educational Integrity, 10(2), 31–43. https://doi.org/10.21913/IJEI.v10i2.1005

Eshet, Y., Grinautsky, K., & Steinberger, P. (2024). To behave or not (un)ethically? The meditative effect of mindfulness on statistics anxiety and academic dishonesty moderated by risk aversion. International Journal for Educational Integrity, 20(1), 6–18. https://doi.org/10.1007/s40979-024-00151-w

Howard, D. (2020). Comparison of exam scores and time taken on exams between proctored oncampus and unproctored online students. Online Learning, 24(4), 204-228. https://doi.org/10.24059/olj.v24i4.2148

Johnson-Clements, T. P., Curtis, G. J., & Clare, J. (2024). Testing a Psychological Model of Post-Pandemic Academic Cheating. Journal of Academic Ethics. https://doi.org/10.1007/s10805-024-09561-4

Kasler, J., Sharabi-Nov, A., Shinwell, E. S., & Hen, M. (2023). Who cheats? Do prosocial values make a difference? International Journal for Educational Integrity, 19(1), 6–16. https://doi.org/10.1007/s40979-023-00128-1

Larkin, C., & Mintu-Wimsatt, A. (2015). Comparing cheating behaviors among graduate and undergraduate online business students. Journal of Higher Education Theory and Practice, 15(7), 54–62.

MacLeod, P. D., & Eaton, S. E. (2020). The Paradox of Faculty Attitudes toward Student Violations of Academic Integrity. Journal of Academic Ethics, 18(4), 347–362. https://doi.org/10.1007/s10805-020-09363-4

O’Rourke, J., Barnes, J., Deaton, A., Fulks, K., Ryan, K., & Rettinger, D. A. (2010). Imitation Is the Sincerest Form of Cheating: The Influence of Direct Knowledge and Attitudes on Academic Dishonesty. Ethics & Behavior, 20(1), 47–64. https://doi.org/10.1080/10508420903482616

Salgado, J. F., Cuadrado, D., & Moscoso, S. (2022). Counterproductive Academic Behaviors and Academic Performance: A Meta-Analysis and a Path Analysis Model. Frontiers in Psychology, 13, 893775–893775. https://doi.org/10.3389/fpsyg.2022.893775

Staats, S., Hupp, J. M., Wallace, H., & Gresley, J. (2009). Heroes Don’t Cheat: An Examination of Academic Dishonesty and Students’ Views on Why Professors Don’t Report Cheating. Ethics & Behavior, 19(3), 171–183. https://doi.org/10.1080/10508420802623716

Tatum, H., & Schwartz, B. M. (2017). Honor Codes: Evidence Based Strategies for Improving Academic Integrity. Theory into Practice, 56(2), 129–135. https://doi.org/10.1080/00405841.2017.1308175

Zhang, N., Larose, J., & Franklin, M. (2024). Effect of unproctored versus proctored examinations on student performance and long-term retention of knowledge. The Journal of Chiropractic Education. https://doi.org/10.7899/JCE-23-16

Honorlock & Docebo Elevate Customer Education Programs & Protect Exam Integrity Through On-Platform Proctoring

Docebo clients and Docebo University to both leverage Honorlock remote proctoring to safeguard training and assessment programs

BOCA RATON, Fla. (Sep 11, 2024) – Honorlock has announced the integration of its remote proctoring software and service with Docebo, a leading provider of learning platforms with a foundation in artificial intelligence (AI) and innovation. Through the relationship, Docebo will leverage on-platform proctoring to elevate the testing and assessment experience for education and certification programs used to train enterprise workforce teams, customers, and related external communities. 

“Scalable, personalized learning is a highly effective way to support engagement, whether a company is educating customers on how to use products, delivering employee onboarding training or educating members for advanced certifications,” said Michael Hemlepp, CEO, Honorlock. “In each case, protecting the integrity of the learning experience is key – especially for certification and compliance training. Honorlock now allows Docebo clients to add proctoring to any test delivered on the Docebo learning platform, reducing the risk of test interference.” 

The integration will be used first by an existing mutual customer, a Big 5 U.S.-based global technology leader, and will soon be available to all Docebo clients. 

Additionally, Docebo will leverage Honorlock for its own Docebo University. As a customer experience education hub, Docebo University offers training and education to Docebo users on how to effectively build, launch, and grow customer education programs delivered on the platform. 

Travis Burke, EVP Corporate Development & Partnerships at Docebo, commented, “Our clients rely on us to make learning simpler and more effective. Today, we’re extending that by allowing our clients to add remote proctoring to exams seamlessly. Many of our clients have highly complex and proprietary education programs. By adding proctoring, we ensure that these programs are not compromised and that test takers all experience a fair and equitable learning landscape.” 

Through the integration, the entire remote proctoring experience occurs natively inside the Docebo platform. Honorlock’s proprietary in-browser technology leverages live human proctors paired with AI to monitor test-taker behavior. If Honorlock detects unauthorized behavior, a live proctor can intervene in real-time to assist the test taker and ensure the integrity of the exam.

About Docebo

Docebo (NASDAQ:DCBO; TSX:DCBO) is redefining the way enterprises leverage technology to create and manage content, deliver training, and measure the business impact of their learning programs. With Docebo’s end-to-end learning platform, organizations worldwide are equipped to deliver scaled, personalized learning across all their audiences and use cases, driving growth and powering their business.

About Honorlock

Honorlock protects exam integrity and improves the assessment experience for higher education institutions and professional credentialing organizations by combining live proctors with AI to deliver secure, scalable, on-demand proctoring. Honorlock delivers secure proctored assessments while supporting test takers and empowering them with the flexibility and convenience of taking their online exams without scheduling whenever they feel ready.

Get more resources for higher education, professional education, and online proctoring

Media Contacts
Heidi Murphy
PR for Honorlock
Heidi.Murphy@PadillaCo.com

Mike McCarthy
Docebo Vice President – Investor Relations
(214) 830-0641
mike.mccarthy@docebo.com

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 they want good grades or just because there’s little risk of getting caught. But it also ties back to factors like their perceptions of faculty and confusion about what counts as cheating and what’s just unethical behavior.

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 they want good grades or just because there’s little risk of getting caught. But it also ties back to factors like their perceptions of faculty and confusion about what counts as cheating and what’s just unethical behavior.

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

Find what you need

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.

Blog Sign Up

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Resources to prevent cheating and improve exams

Preventing cheating on online exams

Why do students REALLY cheat?

The Real Reasons Why Students Cheat

13 Ways to Prevent Cheating on Online Tests

How to proctor essays and written assignments (typed or handwritten)

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

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.

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.

Article to help instructors write better exam questions
How to proctoring online authentic assessments
What is online proctoring for remote testing
Tips for writing better test rules for online exams
Certificate vs Certification vs Licenses
How to proctor essays and written assignments (typed or handwritten)
Why do students REALLY cheat?

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

How to proctor essays and written assignments (typed or handwritten)

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.

Ready for a demo? Get started

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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

Benefits of a Smart Proctoring Approach in Higher Education

Taking a smarter proctoring approach in higher education

As technology develops and online education progresses, online proctoring has evolved from a ‘nice to have’ to an indispensable tool. While proctoring is usually seen as a way to catch cheating, a smart approach can help tackle critical challenges in higher education:

  • Reducing instructor burnout
  • Expanding access to education
  • Preparing students for the workforce
  • Protecting exam integrity in the AI era

When done the right way, remote proctoring benefits students, instructors, and institutions alike.

Tackling academic integrity in the AI era

AI tools, particularly Chatbots like ChatGPT, are undoubtedly challenging academic integrity in higher education. While institutions are tasked with preparing students for an AI-driven world, they also must ensure AI doesn’t interfere with exams. Some have turned to plagiarism checkers and AI detection tools, but they’re unreliable at best; with a few small tweaks to the writing instructions (prompts), AI-generated content is basically undetectable.

On the other hand, Honorlock’s smart proctoring platform gives instructors a suite of tools to detect and block the unauthorized use of AI tools:

  • AI extension blocking: blocks AI extensions running on students’ devices exams, while still allowing permitted accessibility technology.
  • BrowserGuard™: restricts access to AI like ChatGPT during online exams and prevents keyboard shortcuts so students can’t copy and paste content over to the proctored exam or assignment.
  • Smart Voice Detection: detects when students use phrases that can activate smart devices like Alexa or Siri, which could be used to get help from AI tools.

With Honorlock’s remote proctoring solution, online exams become more secure, and students’ hard work stays valuable and respected, even as AI technology keeps growing.

Easing instructor workloads

Administrative tasks, especially during test administration and grading, can be time-consuming and overwhelming for educators. 

Honorlock saves instructors time during exam delivery with:

  • A direct LMS integration, which means the experience is the same except for a few clicks to choose the proctoring tools you want to enable or disable.
  • 24/7 live, U.S.-based support and our knowledgebase, which is filled with FAQs, how-to articles, and practical exam tips.

Moreover, remote proctoring eliminates the need for faculty to monitor exams in person, letting them focus more on teaching, guiding, and connecting with their students. These benefits go a long way towards preventing teacher burnout and create a more effective testing environment for everyone.

Reducing overhead costs

Remote proctoring helps colleges and universities offer more exams online, which saves money by reducing the need for physical test centers and associated overhead costs.

Offering students more flexibility and access

Online proctoring services like Honorlock offer students more flexibility to take exams where and when they want without scheduling.

What if a student’s internet connection is slow or their camera is broken? 

While most remote proctoring companies kick students out when any issues arise, Honorlock supports low bandwidth and instructors can provide students with accommodations that allow them to take proctored exams without a working webcam.

In addition, Honorlock’s virtual proctoring platform is fully ADA accessible, compliant with Section 508 of the Americans with Disabilities Act, and developed and tested to conform to WCAG 2.0 level AA guidelines for accessible use.

See how Coastal Alabama Community College raises the bar for effective, accessible, live proctoring with Honorlock.

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Protecting content and reputation

“Homework help” sites like Chegg and community forums like Reddit make it easy to find and share your proprietary exam content. Once that happens, exam integrity goes down the drain and it can even put your reputation at risk—remember all of the cheating scandals in higher education in recent years?

Some virtual proctoring services have tools that protect test content, but they’re manual, tedious, and time-consuming because you search for individual questions, one at a time, and send your own takedown requests one at a time. By the way, who do you even send them to? What do you say? 

Honorlock’s proctoring platform searches the internet automatically for your leaked questions and gives you a one-click option to send a takedown request. Simple and easy.

Honorlock protects your content and school’s reputation, which also ensures adherence to accreditation standards.

Preparing students for the workplace

The value of virtual exam proctoring also extends into career preparation by completing real-world tasks during assessments, often called Authentic Assessments. 

With Honorlock, instructors can assess students’ ability to perform practical tasks without cheating concerns, such as using software like Microsoft Excel and delivering virtual presentations—crucial skills for the modern workforce.

This simplifies the assessment process and prepares students for realistic tasks they’ll encounter in their future careers, bridging the gap between academia and professional expectations.

Eyeing the future of online education

By offering secure, convenient, and accessible online exams, colleges and universities can meet modern students’ demands and directly address common challenges in higher education, such as declining enrollments and student retention. 

Integrating online proctoring in higher education is a strategic advantage that improves online education at every level, from assessments and accessibility to convenience and career readiness.

Discover Honorlock’s proctoring services and software

See how Honorlock’s smarter proctoring solution—a combination of live proctors backed by AI test monitoring software—can create significant improvements to the entire assessment process.

Remote Proctoring 101

Everything you need to know about remote proctoring and how it works.

What is remote proctoring?

Remote proctoring is the use of software and/or live proctors to:

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

What are the types?

Proctoring comes in many forms. Some use software to handle basics like blocking the browser, while others have humans watching or AI looking out for things like phones and background noise.

There isn’t a single best way to proctor a test—just the one that works best for your organization.

Expand the chart below to see descriptions of each type of proctoring, along with their pros and cons.

Browser lockdown

Software that restricts access to other websites and applications during online assessments and prevents keyboard shortcuts, like copying and pasting.

Benefits: inexpensive, scalable, and available on-demand.

Challenges: doesn't really prevent cheating; students can still use their phones, notes, etc.

Automated (AI)

Monitors online exams exclusively using AI (in addition to a browser lock).

Benefits: inexpensive, scalable, available on-demand, generally offers diverse tools to monitor behavior and prevent cheating.

Challenges: needs human oversight because overly sensitive AI may flag unimportant things, like students coughing. Over-flagging is distracting students and this over-flagging means faculty have to review tons of unnecessary flags. 

Live (humans)

Live proctors (humans) monitor multiple students simultaneously, no AI monitoring.

Benefits: human oversight to handle more nuanced situations when cheating behaviors aren't cut and dry.

Challenges: expensive, scheduling hassles, distracting for students because a person is watching the whole time, it's easy to miss problematic behaviors because they're typically watching 10 or more students at once.

Record & review

Records exam sessions (video & audio), then the instructor (or institution's staff) or the proctor service reviews after the exams are finished.

Benefits: human oversight during review

Challenges: no real-time intervention, tedious and slow process, expensive when outsourced

Hybrid (AI + humans)

Combines live and automated proctoring (including browser locks).

Hybrid proctoring uses AI to monitor exam sessions, which alerts a live proctor if it detects potential cheating. After the proctor is alerted, they can review a recording of the situation and intervene if necessary.

Benefits: AI with human oversight means students won't be interrupted unless it's really necessary, no scheduling issues, certain pricing models can be cost-effective

Challenges: some pricing models are expensive

Tools and features to protect academic integrity

Each proctor service uses different tools, but here's a list of some your organization should look for if you're comparing services:

  • Video monitoring: uses the webcam to verify ID and record behavior during the proctored exam.
  • Voice detection: flags most noises during exams, such as talking, music, dogs barking, etc. Different from voice detection.
  • Cell phone detection: detects when test takers try to use cell phones and other devices during proctored exams and the presence of Apple devices in the testing area.
  • Find leaked test content: automatically searches the internet for leaked test questions and provides one-click takedown requests.
  • Analytics Hub™: provides easily filterable, in-depth reports with actionable insights into test integrity that streamline review a 360-degree view of academic integrity.
  • AI prevention: several tools block the use of AI, like ChatGPT, to prevent cheating before it starts.

How do proctored exams work?

Before the exams start: test takers use the webcam to verify their identity and scan the room for unauthorized resources, like cell phones, notes, and even other people.

During the exams: exams are monitored through video, audio, and other AI tools and/or a live remote proctor, depending on the service.

After the exams: ideally, the proctoring service will provide test admins with time-stamped reports with recordings of flagged behavior to review.

LMS integration: the remote proctoring platform should integrate directly with the LMS, which improves security, doesn’t require extra passwords and logins, and basically makes it the same experience with the exception of a few clicks (instructors just click to choose the proctoring features they want to use and test takers login to the LMS and take the test in the same environment).

What industries proctor exams online?

Remote proctoring is used in higher education and professional education.

Integrating remote proctoring with your LMS

Integrating remote proctoring software with your LMS can be the difference between a quick and secure implementation and one that could compromise data security and create a frustrating experience for test takers and administrators.

Proctoring platforms typically integrate with Canvas, Blackboard, Moodle, D2L, and Intellum. Some proctoring companies offer custom integration toolkits to create tailored integrations that meet your specific needs.

How much does proctoring cost?

The cost of proctoring depends on the type and the company, but keep these in mind when comparing proctoring services:

  • Look for flat-rate proctoring to avoid variable costs: unexpected costs can add up quickly if the proctoring service charges per hour for exams, so find a remote proctoring service with a flat rate cost per exam or test taker.
  • Make sure support costs are included
  • Do test takers have to pay extra to reschedule a proctored exam?

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7 tips for Online Proctoring of STEM Exams

Science, technology, engineering, and mathematics (STEM) courses offer unique challenges when it comes to online assessments: equations can be difficult to replicate in a virtual environment and often exams are high-stakes tests. How do you ensure that you are successfully administering online, paper-based STEM exams that maintain academic integrity? We recently sat down with Kate Beverage, Director of Technology in Teaching and Learning Services at Worcester Polytechnic Institute, and discussed best practices for delivering online proctored paper-based STEM exams with Honorlock. She provided her top seven tips for proctoring STEM exams and STEM classes online:

1. Remind instructors to include specific instructions for Honorlock proctors when they enable their exams.

Honorlock student guidelines

When administering online exams, encourage your faculty to include notes specifying if it is a paper-based assessment where the student may divert their eyes down as they work to solve a problem. By including specific instructions, live proctors are made aware and don’t necessarily have to pop-in and interrupt the student. Prepare an instruction template the instructors can use that can easily be customized on their end if needed. Review Honorlock’s recommended Standard Exam Guidelines for more information.

2. Prepare a list for faculty of the recommended settings for your LMS and Honorlock.

Honorlock Proctoring Settings

Put together a recommended settings list for your LMS that points to Honorlock’s resources that describe the settings in greater detail. It removes any confusion and ensures the proctoring tool is used to its fullest capacity. Partner with your Customer Success Manager if you are unsure of what settings make the most sense for you and your institution.

3. Designate a department exam champion.

Select an instructor who will be fully trained and fluent in using Honorlock remote proctoring in addition to having direct access to the CSM in order to quickly help faculty with questions above and beyond the typical use of Honorlock, which can be handled by Honorlock Support. This is particularly useful for a school-wide implementation of the platform where managing proctoring and responding to best practice inquiries can prove challenging. These champions can offer recommendations in terms of test design.

4. Develop an exam question pool to deter cheating.

Work with your assessment design team to create question pools. By having a greater pool, you increase your exam security. Make it a point to review and update your exam pools each semester the course is offered to reduce question sharing among students. WPI recommends taking advantage of Honorlock’s Search and Destroy feature to ensure that copies of your questions are removed from test aid sites.

5. Offer reasonable exam time limits and availability.

Give students a reasonable time to submit their paper-based work that pertains to the exam. Allow extra time for students to properly complete this step. WPI recommends not releasing answers or test scores until all students have completed the exam to reduce the possibility of sharing insight into the exam among each other.

6. Partner with instructional designers when designing exams to mitigate cheating.

Navigating the art of exam writing can be a challenge. Ensure that your faculty taps into their instructional design team to optimize their online assessments. Discuss with your instructional designer the possibility of using images on your tests or displaying one question on the screen at a time for high stakes exams.

7. Have students take the Honorlock practice exam.

Doing the practice exam takes a lot of pressure off for students. It removes the mystery of an online proctored exam before the actual exam.  You don’t want to add extra stress or pressure on students when they’re already trying to learn the content.

These seven tips will guide you in successfully administering virtual assessments for your institution’s STEM classes online in the fall semester and beyond. Do you want to learn more about how Honorlock can proctor your paper-based online exams? Click here to speak with one of our representatives and get a product demo.  

 Learn more about Worcester Polytechnic Institute’s experience using Honorlock for STEM exams in their recent testimonial. 

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Alice Cifuentes

Alice has several years of marketing experience within healthcare and most recently in higher education focused on social media growth, tradeshow management, and communication. She is passionate about creatively navigating new challenges and discovering innovative ways to connect with educators.