David Sachs notes that Pace University has used proctored mid-term and final exams for the past 5 years. Students nominate local proctors, who must notarize their adherence to academic integrity procedures. Online students at Stevens Tech take their final exams in proctored environments at commercially available sites in the US and abroad.

Other institutions have taken a different tack in addressing academic integrity, relying instead on strategies which do not require proctoring systems. The University of Cincinnati's Early Childhood associate degree program has eliminated tests altogether, according to Lisa Holstrom. Written essays, research papers, reflection papers, summaries, and other original work are used for assessments because "we feel that these assessments are a much better measure of what students have learned and how they have applied it." Lisa notes that this approach equalizes the problem of guaranteeing authenticity that exists in both "brick" and "click" classrooms, although it does not eliminate it. Al Powell of Colorado State University also questions why tests have to be "high-security," noting that most real-world tasks are "open-book" which require applying the results of quick research, and that well-designed tests that allow students to do this can be effective. Mike Kolitsky of Atlantic Cape Community College applies this strategy in the course he teaches, allowing students to use open-book materials but structuring tests so that students who rely excessively on these materials are unable to complete exams within prescribed time periods. Jacquie Moloney of The University of Massachusetts-Lowell finds that strategies that enable faculty to know their students' abilities are the most effective way to eliminate cheating.