For Faculty & Staff

Can I call the Testing Center or CDRC to schedule an exam for a student?

No. All exams must be scheduled by the student through their myHumboldt Portal. Phone calls, emails, or informal requests can lead to miscommunication or errors.

When do exams need to be delivered to the Testing Center?

Exams must be received no later than 2:00 PM on the business day before the exam.

Late submissions increase the risk of delays or errors. If the Testing Center doesn’t receive the exam in time, the student may need to reschedule.

How do I make changes to an exam after I’ve already approved it?

If you need to update the exam or testing instructions after it’s been received by the Testing Center, please contact us directly by email at testing@humboldt.edu or by phone at ext. 3611.

Does the Testing Center check exams for errors before administering them?

No. Exams are administered exactly as received. Please ensure your exam is clearly formatted, complete, and includes necessary information (e.g., formulas, allowed items) before submitting.

Will students take the exam at the same time as the class?

It depends. Students are instructed to schedule exams to overlap with the class.

If the requested time doesn’t match, it’s often due to conflicts such as extended time overlapping with another class.

What happens if a student arrives late to take an exam?

Unless you’ve provided other instructions, the student may begin the exam any time before the scheduled end time listed in the approved request.

What happens if a student wants to change the date of an approved exam?

They must first speak with the instructor. If approved by both the instructor and their CDRC Advisor, the Testing Center will reschedule the exam.

If rescheduling isn’t possible, the instructor may offer the accommodation directly.

What happens when a student makes a late request for accommodated testing?

Late requests are only approved if space is available. If no seats are open, the student should speak with their instructor about other options, such as faculty proctoring or rescheduling.

What is a Memory Card?

A Memory Card provides brief prompts to help students recall information during exams. It is approved by the Campus Disability Resource Center (CDRC) as an accommodation for eligible students.

What does the Testing Center look for?

• Card size does not exceed a half sheet (8.5” × 5.5”).
• No full sentences, paragraphs, or detailed explanations.
• No diagrams, drawings, or arrows.
• Card is collected with the exam if requested by the instructor.
• NOTE: Cards that do not meet this criteria will NOT be allowed without instructor signature and/or approval.

What are the Testing Center’s limits?

Testing Center staff are not subject-matter experts and cannot verify or interpret academic content. We do not determine whether certain words or phrases meet course-specific expectations or align with learning outcomes.

Who decides what content is acceptable?

Instructors determine what content is acceptable for their course. When questions arise, the instructor and the CDRC can collaborate to ensure the accommodation aligns with course objectives.

How can instructors manage the process?

• Pre-approve or sign off on each card before test day.
• Ask students to email their card at least 24 hours in advance for review.
• Provide clear examples of acceptable and unacceptable entries.
• Use a standardized template if consistent formatting is desired.

What if a card appears questionable during testing?

If a card seems out of bounds, the Testing Center will attach it to the completed exam and refer the issue to the instructor and/or both the DOS and CDRC for follow-up.

When it comes to accommodations, it's important to understand the difference between equal and fair. Equal means providing the same thing to everyone, while fair means giving each student what they need to succeed.

Fair instructors aim to support all students, which doesn’t always mean treating everyone exactly the same. Students with disabilities may require different types of support than their peers, and that’s okay. Being fair sometimes means treating students differently to give them the support they need, and that may not always feel equal. 

Accommodated testing is a common and appropriate adjustment provided to students with certain disabilities to help ensure equal access during exams.

These accommodations are designed to support the student’s needs without changing the purpose of the exam or lowering academic standards.

Examples of test accommodations include:

• Extra time
• Alternate formats (like large print or audio)
• Use of assistive technology (such as word processors, screen magnifiers, or spell checkers)

Some students have health conditions that come and go—like epilepsy, migraines, depression, or multiple sclerosis—which may also affect how their exam accommodations are set up

Accommodations help make sure exams measure what a student has learned—not the impact of their disability.

Some students may have challenges with reading, writing, processing information quickly, managing anxiety, or sitting for long periods. These can affect how they take tests, but not necessarily what they know.

Disabilities may include learning disabilities, visual or motor impairments, head injuries, ADHD, or psychological conditions. In some cases, the tools students use—like a screen reader, scribe, or adaptive keyboard—also require extra time.

Providing testing accommodations creates a more level playing field, allowing students to show what they truly understand.

How do students receive testing accommodations?

Students who choose to work with the Campus Disability Resource Center (CDRC) will normally provide documentation from a qualified professional, such as a physician or psychologist. CDRC will review the documentation to determine whether it meets the guidelines for a disability. If the student qualifies, a CDRC Advisor works with the student to create an Accommodations Memo (AM), which outlines recommended accommodations. Students are responsible for sharing their AM with their instructors.

How are accommodations like extended time (e.g., time-and-a-half or double time) determined?

These accommodations are based on several factors, including:

• The student’s disability documentation
• The student’s reported needs and past experience
• The professional judgment of the CDRC Advisor

Each recommendation is made carefully to ensure students receive the support they need without giving an unfair advantage.

May I choose not to provide testing accommodations to a student?

No. Instructors are expected to provide testing accommodations listed in a student’s Accommodations Memo. These accommodations are part of the university’s legal and ethical responsibility to ensure equal access for students with disabilities.

If a faculty member has concerns or disagrees with an accommodation, they should not deny it on their own. Instead, they should contact the CDRC to discuss options.

Can faculty accommodate a student?
Yes. Faculty may provide approved accommodations directly, including proctoring exams that only require extended time.

While many instructors use the Testing Center, it is not required. If faculty choose to administer the exam, they must ensure all accommodations listed in the student’s Accommodations Memo are provided appropriately.

Can faculty make changes to a student’s request before approving it?
Yes. The student’s request serves as a starting point. Faculty may adjust logistical details such as the exam date or time.

However, approved accommodations themselves should not be altered. If you are considering a change that may impact an accommodation, please consult with the student’s CDRC Advisor before proceeding.

Are instructors expected to be available when a student is testing at the Testing Center?
Yes. Students testing at the Testing Center should have access to the same level of instructor support as they would in the classroom. Faculty should make a good faith effort to be reachable (e.g., phone or email) during the exam.