This article presents the results of a study focused on the issue of how proctored testing affects student test scores in a formal Intermediate Algebra course setting. The study follows a model of assessment in which students in one group have taken two of their five unit exams as proctored tests along with a proctored comprehensive final exam, compared to a second group who will take all unit tests online, but who do complete a proctored comprehensive final exam. In addition, the evaluation format of the courses for both groups incorporates a number of other assessment activities including online homework, quizzes, writing activities, and discussions. The research findings presented summarize specific results of how the variable of "proctoring" affects the test scores and overall course grades of the students in the proctored versus the nonproctored groups. (Contains 7 tables and 3 figures.)