A central element of any effective teaching and learning strategy is assessment. Closely related to evaluations of learning results is the constant challenge on the part of higher education teachers to develop assessment strategies aligned to the intended learning outcomes. The Corona-induced wave of digitation in higher education in spring 2020 opened up new forms of assessment and assessment approaches which are closely related to changing teaching and learning methods. The aim of the study is to explore how digital examination realisation differs from those in presence. In order to make distinctions in the areas of examination formats, design and strategies for examination implementation, guided interviews with 12 university lecturers at the University of Graz were conducted. Additionally, 14 examination forms from face-to-face and online teaching were analyzed. The results show that examination strategies as well as examination formats are strongly dependent on the size of the course and need to be adapted to the given framework conditions. Online examinations, comprehension and transfer questions as well as open-book examinations are increasingly used to counteract the reduced control in the online setting.