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The Certified Professional for Requirements Engineering (CPRE) is a personal certificate aimed at individuals working in Requirements Engineering, Business Analysis and Testing. It will expand your professional knowledge and help you to become more successful in your job.

The certification scheme is developed by the IREB, the contents are taught by independent training providers and the CPRE exam can be taken at approved certification bodies. The CPRE certificate has lifetime validity.



Requirements engineering as the first step of system development crucially influences the success of the development project. The four core disciplines of requirements engineering are: elicitation, documentation, verification and validation management. Professionalism in requirements engineering avoid defects in system analysis and establishes a structured proceeding from project idea to a valuable set of requirements. Quality characteristics are defined for a single requirement as well as for the requirements specification as a whole.



You can prepare for the exams by attending a training course with a recognised IREB® training provider for IREB® Requirements Engineering - Foundation Level; participants will have relevant content and subjects clearly explained and taught to them. The syllabus covers the important foundations in requirements engineering: differentiation between the system and system context, establishment and documentation of requirements, as well as their testing and management and the tool support available.The exam is available on Pearson Vue for anyone wishing to self-study.



The IREB® Certified Professional for Requirements Engineering - Foundation Level certification is a prerequisite for taking the three IREB® Advanced Level courses: Requirements Modelling, Requirements Management, Requirements Elicitation & Consolidation.



The level of detail of this syllabus allows internationally consistent teaching and examination. To reach this goal, the syllabus contains the following

General educational objectives

Contents with a description of the educational objectives and References to further literature (where necessary)

Educational Objectives / Cognitive Knowledge Levels

Each module of the syllabus is assigned a cognitive level. A higher level includes the lower levels.

The formulations of the educational objectives are phrased using the verbs "knowing" for level

L1 and "mastering and using" for level L2. These two verbs are placeholders for the following

verbs:

L1 (knowing): enumerate, characterize, recognize, name, reflect

L2 (mastering and using): analyze, use, execute, justify, describe, judge, display, design,develop, complete, explain, exemplify, elicit, formulate, identify, interpret, conclude from, assign, differentiate, compare, understand, suggest, summarize


All terms defined in the glossary have to be known (L1), even if they are not explicitly mentioned in the educational objectives.

This syllabus uses the abbreviation "RE" for Requirements Engineering.

Structure of the Syllabus

The syllabus consists of 9 main chapters. One chapter covers one educational unit (EU). Each main chapter title contains the cognitive level of the chapter, which is the highest level of the sub-chapters. Furthermore, the teaching time is suggested that is the minimum a course should invest for that chapter. Important terms in the chapter, which are defined in the glossary, are listed at the beginning of the chapter.

Example: EU 1 Introduction and Foundations (L1)

Terms: Requirement, Stakeholder, Requirements Engineering, Functional Requirement, Quality Requirement, Constraint

This example shows that chapter 1 contains education objectives at level L1 and 75 minutes are intended for teaching the material in this chapter.

Each chapter can contain sub-chapters. Their titles also contain the cognitive level of their content.



Educational objectives (EO) are enumerated before the genuine text. The numbering shows to which sub-chapter they belong.

Example: EO 3.1.2
This example shows that educational objective EO 3.1.2 is described in sub-chapter 3.1

The Exam

This syllabus is the basis for the examination for the foundation level certificate.

A question in the examination can cover material from several chapters of the syllabus. All chapters (EU 1 to EU 9) of the syllabus can be examined.



Fixed typos and grammar issues

EU 1: Reference to ISO/IEC/IEEE 29148:2011 added

EU 1: List of aspects for quality requirements modified and

reference to ISO/IEC25010:2011 added

EU 3.1: Term “legacy” replaced by “existing”

EU 4.3: Reference to IEEE 830-1998 replaced by reference to

ISO/IEC/IEEE 29148:2011

EU 4.6: List of quality criteria for requirements modified

EU 5.2: Term “may” added to the verbs for fixing liability of a

requirement

EU 6.1: Hint added to the definition of the term “model”

EU 6.5: Duplicate paragraph regarding cardinalities removed

EU 7.1: examples “correctness” and “completeness” for

quality criteria replaced by reference to EU 4.6

EU 7.3: List of criteria for quality aspect "documentation”

modified

EU 7.6: List of conflict types modified; detailed description

added; “Subject conflict” replaced by “Data conflict”

EU 8: New Educational objective 8.7.1 added

EU 8.1: Attribute “criticality” replaced by “risk”

EU 8.7: New Educational unit “Measurement for

Requirements” added



Terms: Requirement, Stakeholder, Requirements Engineering, Functional Requirement,
Quality Requirement, Constraint

Educational Objectives:

EO 1.1 Knowing symptoms of and reasons for inadequate RE

EO 1.2 Knowing the four major activities of RE

EO 1.3 Knowing the role of communication in RE


EO 1.4 Knowing skills of a requirements engineer

EO 1.5 Knowing the three kinds of requirements

EO 1.6 Knowing the role of quality requirements

Good RE is important since many errors arise already in this phase and can only be rectified
later at high cost. Typical symptoms of inadequate RE are missing and unclear requirements.

Typical reasons for inadequate RE are the wrong assumption of the stakeholders that much is self-evident and does not need to
be stated explicitly communication problems due to differences in experience and knowledge
the project pressure from the client to build a productive system rapidly.

The four main activities of RE are elicitation, documentation, validation/negotiation plus the
management of requirements. The activities can be scheduled in specific processes such as
recommended in the Standard ISO/IEC/IEEE 29148:2011. They often concern different levels of
requirements such as stakeholder requirements and system or software requirements.

Natural language is the most important means to communicate requirements. At the same time
it is particularly important to agree on a common terminology. Furthermore the communication
medium (written or spoken) plays a big role. When communicating, all participants must deal
consciously with focusing and simplification.

This is especially true for the most important role in RE: the requirements engineer. Besides
communication skills he or she must especially have the following skills: analytical thinking,
empathy, conflict resolution skills, moderation skills, self-confidence and the ability to convince.
Typically they differentiate between three kinds of requirements: functional requirements,
quality requirements and constraints.



The umbrella term “non-functional requirement” is often used for quality requirements and
constraints. Quality requirements must be documented explicitly. In particular the following
aspects need to be considered

Performance

Security

Reliability

Usability

Maintainability

Portability

More comprehensive quality models can be found in the requirements engineering literature
and in standards such as the Standard ISO/IEC25010:2011.

Even though quality requirements are mostly documented using natural language, their relation
to other statements have to be traceable and their validation has to be ensured by quantitative
assertions or made operational by transformation into additional functionality.



Terms: System Context, System Boundary, Context Boundary

Educational Objectives:

EO 2.1 Knowing system context, system boundary and context boundary

EO 2.2 Mastering and using system boundary and context boundary

EU 2.1 System, System Context and Boundaries (L1)

The source and so the justifications of the requirements for a system lie in the system context of
the planned system. The source consists of the set of all context aspects that initiated or
influenced the definition of the requirements. Among the potential aspects in the system context
are:

People (stakeholder or groups of stakeholders)

Systems in operation (technical systems, software and hardware)

Processes (technical or physical processes, business processes)

Events (technical or physical)

Documents (e.g. laws, standards, system documentation)

It is the function of the system boundary to define which aspects will be covered by the planned
system and which aspects are part of this systems environment. The context boundary
identifies the part of the environment that has a connection to the system to be developed.

EU 2.2 Determining System and Context Boundaries (L2)

Often the system boundary is only precisely defined towards the end of the requirements
process. Before that, the desired functions and qualities of the planned system are only
incompletely known or not known at all. Therefore there will be a grey zone in which the
possible system boundary lies. Besides a shifting of the system boundary within the grey zone,
the grey zone itself can also shift during the RE process, e.g. when, through a shifting of the
system boundary, further aspects of the environment become important.

Also the context boundary can change over time, e.g. when it turns out, contrary to expectations,
that a legal requirement, previously classified as relevant, has absolutely no impact on the
planned system, then the system context is reduced in this area.

The context boundary also has a grey zone. It comprises the identified aspects of the
environment for which, at a particular time, it is unclear whether these aspects have a relation to
the planned system or not.



Educational Objectives:

- Knowing various types of requirements sources

- Knowing the significance of requirements sources and the consequences of disregarded requirements sources

- Knowing the most important information of the stakeholder documentation

- Knowing important principles in dealing with stakeholders (stakeholder rights and duties)

- Mastering and using the content and significance of the Kano model

- Knowing influencing factors for the choice of elicitation techniques

- Knowing advantages and disadvantages of elicitation techniques

- Mastering and using the following types of elicitation techniques and examples for each: survey techniques, creativity techniques, document-centered techniques, observation techniques and supporting techniques



An important activity in RE activity is the elicitation of requirements for the system to be
developed. The foundations for the requirements elicitation comprise on the one hand the
system context and on the other hand the requirements sources. Various types of requirements
sources are differentiated. Possible requirements sources are, for example, stakeholders,
documents or existing systems.

It is the task of RE to collect the goals and requirements from the various requirements sources.
If sources are disregarded, this can have significant negative consequences on the entire course
of the project. The documentation of the requirements sources should, with respect to the
stakeholders, contain at least the following information:

name

function (role)

additional personal and contact data

temporal and spatial availability during the project progress

relevance of the stakeholder

their area and extent of expertise

their goals and interests regarding the project



Depending on the company culture it is appropriate, in agreement with the stakeholders, to
define verbally or by means of written documentation the tasks, responsibilities, authority, etc.
From the stakeholder agreements arise rights and duties for each stakeholder. Dealing with
stakeholders effectively guards against lack of motivation and conflicts. Stakeholders should be
involved in the project and not only affected by the project.

EU 3.2 Requirements Categorization according to the Kano Model (L2)
For the elicitation of requirements, it is crucial to know what importance the requirements have
for the satisfaction of the stakeholders. According to the model of Dr. Kano, this satisfaction can
be classified into three categories:

Basic factors (synonym: Dissatisfiers)

Performance factors (synonym: Satisfiers)

Excitement factors (synonym: Delighters)

EU 3.3 Elicitation Techniques (L2)

Elicitation techniques fulfill the purpose of finding out the conscious, unconscious and
subconscious requirements of stakeholders. Important factors influencing the choice of
elicitation technique are risk factors, human influences, organizational influences, functioncontent influences and the intended level of detail of the requirements. Various techniques are
needed for the various RE products:

Survey techniques (e.g. interviews, questionnaires)

Creativity techniques (e.g. brainstorming, brainstorming paradox, change of perspective,
analogy technique)

Document-centric techniques (e.g. system archaeology, perspective-based reading,
requirements reuse)

Observation techniques (e.g. field observation, apprenticing)
Support techniques (e.g. mind mapping, workshops, CRC cards, audio and video
recordings, use case modeling, prototypes)

The application of appropriate elicitation techniques is a project-critical key competence. The
best results are achieved with a combination of various elicitation techniques.



Terms: Requirements Document, Requirements Specification
Educational Objectives:

- Knowing key reasons for requirements documentation

- Knowing the three perspectives of functional requirements

- Knowing advantages and disadvantages of natural language requirements documentation

- Knowing the most important model-based requirements documentation form

- Knowing the advantages of mixed form of requirements documentation

- Knowing the advantages of standardized document structures

- Knowing widespread document structures

- Knowing important points for a tailored standard structure

- Knowing activities building on requirements documents

- Mastering and using quality criteria for requirements documents

- Mastering and using quality criteria for requirements

- Knowing the two most important style rules for requirements

- Mastering and using contents and importance of a glossary

- Mastering and using rules for handling the glossary

- Document Design (L1)

In RE it is necessary to document all important information. All forms of more or less formal
representation of requirements, from the description in prose up to diagrams with formal
semantics, are called documentation techniques. Many people are involved in the documentation
in the lifecycle of a requirements document. Documentation plays a goal-orientated supporting
function in communication. The following factors make this support necessary. Requirements
are long-lasting, legally relevant and should be accessible to all. Requirements documents are
complex.

EU 4.2 Documentation Types (L1)

Requirements documents include, amongst other things, functional requirements that normally
represent the following three different perspectives of a system.

Data perspective

Behavioral perspective

Functional perspective



All three perspectives can be documented by means of natural language requirements, whilst
conceptual model types are specialized for one of these perspectives. Effectively applicable
forms of the documentation are:

Natural language requirements documentation
Conceptual requirements models such as, for example use case diagrams, class diagrams,
activity diagrams or state diagrams (see also EU 6)
Combined forms of requirements documentation

EU 4.3 Document Structures (L1)

Central components of a requirements document are the requirements for the system being
considered. Besides the requirements, depending on the purpose of the document, the
requirements documents also contain information about the system context, acceptance
conditions or, for instance, characteristics of the technical implementation. In order to ensure
the manageability of requirements documents, such documents must be structured most
appropriately.

Reference structures for requirements documents propose a more or less complete and a more
or less flexible field-tested content structure. Common reference structures for requirements
documents are described amongst others in the Standard ISO/IEC/IEEE 29148:2011.

In practice it turns out that there are a lot of positive effects from using reference structures for
requirements documents. For instance, the use of reference structures simplifies the usage of the
requirements documents in subsequent development activities (e.g. in the definition of test
cases). Generally reference structures cannot be adopted one-to-one for a requirements
document, as the content structure frequently has to be adapted in detail for domain-, companyor project-specific circumstances.

EU 4.4 Use of Requirements Documents (L1)

Requirements documents serve as the basis for many activities during the project lifespan, such
as, for example

Planning

Architectural design

Implementation

Test

Change management

System usage and system maintenance

Contract management



In order to serve as a basis the subsequent development processes, the requirements document
must meet certain quality criteria. In particular this includes:

Unambiguity and consistency

Clear structure

Modifiability and extensibility

Completeness

Traceability

EU 4.6 Quality Criteria for Requirements (L2)

In addition, the individual requirement must satisfy certain quality criteria, in particular:

agreed

unambiguous

necessary

consistent

verifiable

feasible

traceable

complete

understandable

Besides the quality criteria for requirements there are two basic style rules for requirements in
natural language, which promote readability:

short sentences and paragraphs

formulate only one requirement per sentence



A frequent cause of conflicts, arising in RE, lies in the different understanding of terminology
among the involved people. To prevent this problem, it is necessary that all relevant terms are
defined in a glossary. A glossary is a collection of term definitions for:

context-specific technical terms

abbreviations and acronyms

everyday concepts that have a special meaning in the given context

synonyms

homonyms

The following rules should be observed when working with a glossary:

The glossary must be managed centrally

The responsibilities for maintaining the glossary must be defined

The glossary must be maintained over the course of the project

The glossary must be commonly accessible

Use of the glossary must be obligatory

The glossary should contain the sources of the terms

The stakeholders should agree upon the glossary

The entries in the glossary should have a consistent structure

It is beneficial to begin the development of the glossary as early as possible, in order to reduce
the alignment work later on



Terms: Requirements Template

Educational Objectives:

EO 5.1 Mastering and using the five transformational processes in the perception and writing
of natural language and their consequences on the formulation of requirements
EO 5.2 Mastering and using the five steps for formulating requirements using a requirements
template

EU 5.1 Language Effects (L2)

As natural language is often ambiguous and interpretable, it is necessary to pay special attention
to precisely this aspect when using language. During the processes of perception and writing, socalled “transformational processes” occur. The fact that these transformational processes follow
certain rules can be used by the requirements engineer to elicit exactly what the author of the
requirement really did mean. The five most relevant transformational processes for RE are:

Nominalization

Nouns without reference index

Universal quantifiers

Incompletely specified conditions

Incompletely specified process words

EU 5.2 Requirements Construction using Templates (L2)

Requirements templates are an easily learnable and applicable approach to reducing language
effects in the formulation of requirements. The requirements template effectively supports the
author of a requirement in creating high quality requirements.
The five steps to formulating requirements through a requirements template are:

Determine legal obligation

Determine the core of the requirement

Characterizes the activity of the system

Insert objects

Determine logical and temporal conditions



Educational Objectives

- Knowing the purpose and definition of attribute schemes

- Knowing important attribute types for requirements

- Mastering and using views on requirements

- Knowing methods for prioritizing requirements

- Mastering and using techniques for prioritizing requirements

- Knowing the benefits of requirements traceability

- Mastering and using classes of traceability relationships

- Mastering and using forms of representation for traceability relationships

- Mastering and using versioning of requirements

- Mastering and using the formation of requirements configurations

- Mastering and using the formation requirements baselines

- Knowing the importance of requirements changes

- Knowing the functions and members of a Change Control Board

- Mastering and using the elements of a requirements change request

- Mastering and using different classes of change requests

- Mastering and using a process to handle change requests

- Knowing the importance of requirements measurements



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iSQI Requirements exam format

 

Stricter exam requirements

A secondary education final exam consists of a school exam component and a national written exam component. The Ministry of Education, Culture and Science decides which subjects are examined in a particular school year. Schools are allowed to decide on the content and the date the school exam is held. During the national written exam, all pupils attending the same type of education (e.g. vmbo, havo, vwo) get the same questions for their compulsory and optional subjects. The Board of Exams (CvE) decides on the content and the date the national written exam is held.

Since school year 2011/’12, pupils can only pass the national written exam, if the results for all subjects are satisfactory. An additional requirement applies for havo and vwo pupils taking the final exam in school year 2012/’13. They are not allowed to have more than one 5 (on a scale from 1 to 10) for one of the key subjects Dutch, English and mathematics. From school year 2011/’12, the school exam for vmbo pupils in the basic vocational track and the national written exam are equally important. Prior to school year 2011/’12, the school exam result was twice as important as the national written exam result.


Nursing exam Pass Rates Appear to Be Rising. Why?

In January 2023, they reported on the reasons why nursing exam pass rates fell in 2020 and 2021. In this report, they follow up on what has happened since.

During the first 2 years of the COVID-19 pandemic, the share of candidates who passed the national licensure exam to work as a registered nurse fell sharply, from 88.2% to 82.5%, for first-time U.S.-educated candidates, with a smaller decline -- from 72.8% to 68.9% -- for all candidates, including internationally educated and repeat test-takers.

In 2022, pass rates continued to drop, averaging 79.9% (8 percentage points lower than in 2019) for first-time U.S.-educated candidates, and 63.4% for all candidates, the lowest point in the last decade.

In 2023, to most experts' surprise, that spiral appears to be turning around.

Things Are Looking Up

The reason for this reversal depends on whom you ask. Test developers have argued that rates improved due to radical transparency and massive outreach to stakeholders, while some online critics have suggested the test simply got easier. Other nurse educators agreed that the increased transparency and outreach impacted rates, but worry those same measures exacerbated a culture of "teaching to the test."

Understanding trends in exam pass rates also requires context.

image Year-to-Date NCLEX Pass rates for 2023

The National Council of State Boards of Nursing (NCSBN) produces the exam that aspiring nurses take to gain licensure: the National Council Licensure exam (NCLEX). This exam uses computerized adaptive testing, which means each test-taker gets virtually a different exam, the difficulty of which changes based on the response given.

Every 3 years, the NCSBN assesses the pass rates for the exam and determines whether the current passing standard is appropriate. If the NCSBN's board of directors decides that the level of clinical judgment required of nurses in practice has increased, it can vote to raise the passing standard.

In December 2022, the NCSBN's board voted to keep the current passing standard on the NCLEX through March 31, 2026. Months later, on April 1, the NCSBN launched the Next Generation NCLEX (NGN), a new version of the NCLEX that aims to more effectively measure test-takers' clinical judgment.

Anytime a new exam is introduced, pass rates tend to dip by a few percentage points in the first two to three quarters, explained Philip Dickison, PhD, RN, CEO of the NCSBN. He said he was naturally a bit concerned about a new exam compounding the "drastic drop in the ability curve" seen during the pandemic, "but it was still the right thing to do."

Keith Rischer, PhD, RN, a nurse educator and owner of KeithRN, a nursing education company, recalled that the last major change to the NCLEX occurred when the passing standard was raised by 0.16 percentage points in 2012. Pass rates fell more than 7 percentage points -- from 90.34% for first-time candidates to 83.04% -- in a single year.

While the NCSBN kept the same passing standard in 2022, the stronger emphasis on clinical judgment and the "unique six-question case studies" in the NGN was predicted to increase the difficulty of the exam in some respects.

"There was an anticipation that this was going to be another precipitous decline in NCLEX pass rates," Rischer said.

Post-Pandemic Rebound

However, that wasn't what happened. Instead, preliminary data showed a jump in pass rates, from 79.9% in 2022 to 88.6% in 2023, for all first-time U.S.-educated candidates. Importantly, the 2023 data exclude the fourth quarter of the calendar year, which typically has the lowest pass rate, experts noted.

Still, Dickison said he was "pretty amazed" at the speed of the recovery. Some viewed the change as a "huge increase," but he stressed that rates were starting from a low baseline following a 3-year period when other variables, namely pandemic-related disruptions, impacted pass rates.

"What I think you're seeing ... is that they have rebounded to pre-pandemic ability levels in their measurements," he said.

Dickison credits the rebound to NCSBN's decision to let educators, regulators, and -- controversially -- preparatory groups "under the hood" of the new exam for several years before the NGN actually launched.

"The idea was to be as transparent as possible to all stakeholders," Dickison said. This meant leveraging opportunities at conferences and during webinars, and sharing what to expect of the new exam -- from case studies and measurement models -- in newsletters. Dickison also credited educators for the big role they played in helping prepare students.

Rayna Letourneau, PhD, RN, executive director of the Florida Center for Nursing, said that while some nurse educators have noted the exam has gotten "too easy," she suggested that perhaps the NGN is simply "a more logical way to measure what nursing students are being taught."

Similarly, she attributes the rise in pass rates to the focus on increased resources and preparation of candidates, including the implementation of "student success" coaching programs.

Teaching to the Test?

Rischer seemed to have a different view, pointing out that the NGN offers partial credit for certain "select-all-that-apply" multiple-choice questions. He said that he believes the real reason for improved pass rates is a shift in nursing education, though he added that his hypothesis is, at this point, "conjecture."

"What they have in the nursing literature for over almost 50 years ... is this widening gap between how nursing is taught in the university and college settings and how it's actually practiced at the bedside," he said. "We're not preparing their graduates for real-world practice realities."

Rischer said he grew even more concerned when he learned from online discussions that some professors were using NGN sample items to teach first-semester students.

"That's called teaching to the test," he argued. Instead of teaching students "alternative multiple-choice items, they need to be teaching their students the open-ended thinking of clinical practice."

For example, for a patient who had an appendectomy, Rischer said the appropriate steps are to take vital signs and conduct a head-to-toe exam.

"There is not a 'select-all-that apply' multiple-choice item on your forehead that I could say, 'You know what? This is the correct answer,'" he added, noting that the NCSBN "is part of the problem." Currently, the primary mechanism that state nursing boards use to measure a program's performance is their first-time pass rate on the NCLEX, which only "reinforc[es] this unhealthy culture of teaching to the test."

The end result of that, as studies have shown, is that "currently less than 10% [of new nurses] have what practice partners would say is entry-level clinical judgment competency," Rischer said, citing a 2021 study. "Complications develop when a nurse doesn't notice or recognize what's most important until it's too late. So ... clinical judgment competency is a big deal. And teaching to the test ... isn't going to solve that."

He said one solution is to move away from first-time test-taker metrics and potentially allow students to take the exam twice and then average their score.

Another, more dramatic, change would be to include a skills test or what Rischer calls "demonstrable competencies" for essential skills involved in clinical decision making, which could be evaluated by an "objective observer."

"It will take more time. It will take more money, but this is something that they can and should be doing," he said.

'Not the Only Measurement'

For his part, Dickison noted that the NGN, like any exam, has limitations.

While it "measures your cognitive and your thinking ability, their exam does not measure the affective domain, doesn't measure character," he said. For example, the exam cannot assess a "less-than-acceptable social interaction" a student has with a professor, nor does the exam know which student is always late to class.

"If they don't show up to class on time every day, that might be a [sign] that they're not going to show up to a patient when they need to," Dickison explained. "That's why you have a regulatory system. That's why they have an education [system] ... these all have to work together. If you don't pass the NCLEX, you don't go to work, but it is not the only measurement that tells us they have a good nurse."

  • Shannon Firth has been reporting on health policy as MedPage Today's Washington correspondent since 2014. She is also a member of the site's Enterprise & Investigative Reporting team. Follow

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    Office of the Registrar

    General Final exam Information⁠

    GeneralFinal exams will be generated by the Registrar’s Office according to an exam matrix on or about the last day of the add/drop period for the term for any course that has 'Yes' indicated for a Final exam in the catalog. The day and time of the first class meeting during the week determine the date and time for each exam. Courses that meet outside the normal university block scheduling will be scheduled within the time block that best fits the schedule without creating conflicts for students.

    Exam times are as follows:

  • 8 – 11 a.m.
  • 11:30 a.m. – 2:30 p.m.
  • 3 – 6 p.m.
  • 6:30 - 9:30 p.m.
  • While exam blocks are three hours long, the genuine length of the exam is determined by the instructor.

    If examination days are postponed because of weather conditions, the first make-up day is documented on the academic calendar.

    Faculty should review their exam schedule just after the last day of add/drop. If an exam was not generated or changes are needed, please email: scheduling@uml.edu. Requests for final exams, combined exams, etc. will not be accepted after the mid-semester evaluation date for the term in question. Please refer to the academic calendar for specific date information.

    Common Exams
  • Faculty should plan to administer a separate exam for each section of a course that they are teaching.
  • Requests for common exams must be approved by the Dean AND the course must have, at minimum, three (3) class sections to be considered for common exam scheduling. 
  • Requests should be submitted by email to: scheduling@uml.edu no later than the mid-semester evaluation date for said term, and all requests are subject to classroom availability.
  • Common Finals will need to be applied to all sections of a course not to individual instructors.
  • Common exam Finals will be assigned to a common exam block. 
  • Students who are scheduled for two common exams at the same time should check with their instructors to see which exam has priority.
  • Note: Requests for combined exams will not be accepted after the mid-semester evaluation date for the term in question. Please refer to the academic calendar for specific date information.

    Exam Conflicts

    If a student has three (or more) finals scheduled on the same exam day, the student has the right to ask that a make up exam (or exams) be scheduled to reduce the number of exams in each day to two. Under these circumstances, required courses1 take priority, so the student should make every effort to arrange the make-up exam for a non-required course with the respective instructor. Likewise, if a student has two finals scheduled in the same exam period, the required course takes priority; the student should schedule a make-up exam for the non-required conflicting course with the respective instructor. If for any reason a mutually agreeable solution between the student and the instructor cannot be achieved, the student should see his or her college dean immediately.

    Students – If you have questions regarding any of your final exams, please contact your instructor directly. Instructors should reach out by email to: scheduling@uml.edu if an exam update is needed in SiS.

    1'Required courses' refers to whichever course is required toward that specific student’s degree pathway.

    Final Exams for Hybrid and Virtual Class Sections

    Exams (including final exams) for fully virtual classes should be administered virtually, as that is the modality which students selected. Exceptions to hold on-campus exams require deans' approval. An email (noting the approval) should be sent by email to: scheduling@uml.edu so that the exam location may be updated – exceptions are subject to room availability. If approved, faculty must indicate the alternate exam format in their course syllabus and accommodate students who are unable to attend in-person exams.

    If a class section is hybrid (includes both an in-person meeting and either an online or virtual meeting pattern), then the final exam will be assigned as in-person, but the instructor may request the final exam to be virtual/online depending on the modes of instruction of the hybrid section. Hybrid courses also include courses that have more than one component with different modes of instruction (i.e., the lecture portion is virtual, but the recitation is in-person) and the instructor may decide whether or not the final exam is in-person in this scenario as well. Any requests for final exam updates should be sent by email to: scheduling@uml.edu.

    Undergraduate and Graduate Final Exams (Day-school Sections)⁠
  • Faculty are not required to administer cumulative final examinations and should assess their students as appropriate to their discipline and course content. If an exam is assigned and will not be taking place, please email: scheduling@uml.edu.
  • Faculty who opts to administer final examinations must do so at the time and place specified by the Registrar's Office and listed in SiS. All day-school sections that are noted in the catalog with 'Yes' for final exam, will have a final exam block generated.
  • Final take-home examinations or final papers must not be due earlier than the time that the Registrar's Office has scheduled the final examination for the course in question (although instructors may opt to allow such examinations or papers to be submitted early).
  • Note: If an academic program requires that students take final examinations for accreditation purposes, faculty are expected to adhere to the requirements of their accrediting organization.
  • Graduate class sections may opt to administer their final exams on the last day of regular class meetings (week prior to the final exam period) but should contact scheduling if this is what they decide and need to remove a final exam block that was generated for their class section.
  • For any course with a final exam during the exam period, no hour-examination (or major paper or project) shall be administered or due during the last five academic days of the semester unless the college dean has allowed an exemption.
  • Graduate, Online and Professional Studies Final Exams (GPS Sections)⁠

    Graduate, Online and Professional Studies sections (section number typically begins with '0') take place on the final on-campus meeting day for that section (usually the week prior to the final exam period) – please see the on-campus course dates on Graduate, Online and Professional Studies website for the final meeting date (not to be confused with the course session dates).

    If a GPS section is 'matched' (combined) with a day-school section (example ACCT 2010 201 and ACCT 2010 001), the final exam will follow day-school guidelines and an exam block will be assigned for both sections in SIS.

    Classroom Reservations During the Final exam Period⁠

    Classroom reservations for ad hoc needs during the final exam period (review sessions, exam accommodations, makeup exams, etc.) will be accepted one week prior to the final exam period. Please email scheduling for these requests.

    Makeup Exams⁠

    Individual makeup exams should be coordinated between the student and instructor as needed and should take place through the UMass Lowell Testing Centers or in a department location (please do not use academic classrooms for individual makeup exams without a confirmed reservation).

    If an entire class needs to makeup an exam due to an unforeseen circumstance or emergency, the exam should be rescheduled by emailing: scheduling@uml.edu. Makeup exams for classes should take place during the regular examination period. 

    The university final exam makeup dates listed on the university calendar are only to be used for inclement weather or other unanticipated university closure and should not be used as final exam dates for individual student or class makeup exams.

    Disability Services Support & Resources⁠

    Students who are registered with the Disability Services Office and have been approved for an extended time accommodation: if you have two exams scheduled on the same day, you may reschedule one of the exams if it has been confirmed that both exams are scheduled to use the entire 3-hour block. Please refer to the instructions under exam Conflicts listed above to do so. For any other accommodation or disability-related question or concern, please contact by email: disability@uml.edu or visit Disability Services website for faculty and student resources.


     


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