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Exam Number : CTFL_Foundation
Exam Name : ISTQB Certified Tester Foundation Level
Vendor Name : iSQI
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CTFL_Foundation exam Format | CTFL_Foundation Course Contents | CTFL_Foundation Course Outline | CTFL_Foundation exam Syllabus | CTFL_Foundation exam Objectives


ISTQB has recently launched CTFL 2018 V3.1 with minor changes. You can find all the info needed in the obtain area.

The Foundation Level Syllabus forms the basis for the International Software Testing Qualification at the Foundation Level.

The International Software Testing Qualifications Board® (ISTQB®) provides it to the national examination bodies for them to accredit the training providers and to derive examination questions in their local language.



Training providers will produce courseware and determine appropriate teaching methods for accreditation, and the syllabus will help candidates in their preparation for the examination.



The Certified Tester Foundation Level in Software Testing

The Foundation Level qualification is aimed at anyone involved in software testing. This includes people in roles such as testers, test analysts, test engineers, test consultants, test managers, user acceptance testers and software developers.



This Foundation Level qualification is also appropriate for anyone who wants a basic understanding of software testing, such as project managers, quality managers, software development managers, business analysts, IT directors and management consultants. Holders of the Foundation Certificate will be able to go on to a higher level software testing qualification.



Fundamentals of Testing



Learning Objectives for Fundamentals of Testing:

- What is Testing=>

- Identify typical objectives of testing

- Differentiate testing from debugging

- Why is Testing Necessary=>

- supply examples of why testing is necessary

- Describe the relationship between testing and quality assurance and supply examples of how testing contributes to higher quality

- Distinguish between error, defect, and failure

- Distinguish between the root cause of a defect and its effects

- Seven Testing Principles

- Explain the seven testing principles

- Test Process

- Explain the impact of context on the test process

- Describe the test activities and respective tasks within the test process

- Differentiate the work products that support the test process

- Explain the value of maintaining traceability between the test basis and test work products

- The Psychology of Testing

- Identify the psychological factors that influence the success of testing

- Explain the difference between the mindset required for test activities and the mindset required for development activities



Keywords

coverage, debugging, defect, error, failure, quality, quality assurance, root cause, test analysis, test basis,
test case, test completion, test condition, test control, test data, test design, test execution,
test implementation, test monitoring, test object, test objective, test oracle, test planning, test procedure,
test process, test suite, testing, testware, traceability, validation, verification



Testing Throughout the Software Development Lifecycle



Learning Objectives for Testing Throughout the Software Development Lifecycle

- Software Development Lifecycle Models

- Explain the relationships between software development activities and test activities in the software development lifecycle

- Identify reasons why software development lifecycle models must be adapted to the context of project and product characteristics

- Test Levels

- Compare the different test levels from the perspective of objectives, test basis, test objects, typical defects and failures, and approaches and responsibilities

- Test Types

- Compare functional, non-functional, and white-box testing

- Recognize that functional, non-functional, and white-box tests occur at any test level

- Compare the purposes of confirmation testing and regression testing

- Maintenance Testing

- Summarize triggers for maintenance testing

- Describe the role of impact analysis in maintenance testing



Keywords

acceptance testing, alpha testing, beta testing, change-related testing, commercial off-the-shelf (COTS),
component integration testing, component testing, confirmation testing, contractual acceptance testing,
functional testing, impact analysis, integration testing, maintenance testing, non-functional testing,
operational acceptance testing, regression testing, regulatory acceptance testing, sequential development
model, system integration testing, system testing, test basis, test case, test environment, test level, test
object, test objective, test type, user acceptance testing, white-box testing



Static Testing



Learning Objectives for Static Testing

- Static Testing Basics

- Recognize types of software work product that can be examined by the different static testing techniques

- Use examples to describe the value of static testing

- Explain the difference between static and dynamic techniques, considering objectives, types of defects to be identified, and the role of these techniques within the software lifecycle

- Review Process

- Summarize the activities of the work product review process

- Recognize the different roles and responsibilities in a formal review

- Explain the differences between different review types: informal review, walkthrough, technical review, and inspection

- Apply a review technique to a work product to find defects

- Explain the factors that contribute to a successful review



Keywords

ad hoc review, checklist-based review, dynamic testing, formal review, informal review, inspection,
perspective-based reading, review, role-based review, scenario-based review, static analysis, static
testing, technical review, walkthrough



Test Techniques



Learning Objectives for Test Techniques

- Categories of Test Techniques

- Explain the characteristics, commonalities, and differences between black-box test techniques, white-box test techniques, and experience-based test techniques

- Black-box Test Techniques

- Apply equivalence partitioning to derive test cases from given requirements

- Apply boundary value analysis to derive test cases from given requirements

- Apply decision table testing to derive test cases from given requirements

- Apply state transition testing to derive test cases from given requirements

- Explain how to derive test cases from a use case

- White-box Test Techniques

- Explain statement coverage

- Explain decision coverage

- Explain the value of statement and decision coverage

- Experience-based Test Techniques

- Explain error guessing

- Explain exploratory testing

- Explain checklist-based testing



Keywords

black-box test technique, boundary value analysis, checklist-based testing, coverage, decision coverage,
decision table testing, error guessing, equivalence partitioning, experience-based test technique,
exploratory testing, state transition testing, statement coverage, test technique, use case testing, whitebox test technique



Test Management



Learning Objectives for Test Management

- Test Organization

- Explain the benefits and drawbacks of independent testing

- Identify the tasks of a test manager and tester

- Test Planning and Estimation

- Summarize the purpose and content of a test plan

- Differentiate between various test strategies

- supply examples of potential entry and exit criteria

- Apply knowledge of prioritization, and technical and logical dependencies, to schedule test execution for a given set of test cases

- Identify factors that influence the effort related to testing

- Explain the difference between two estimation techniques: the metrics-based technique and the expert-based technique

- Test Monitoring and Control

- Recall metrics used for testing

- Summarize the purposes, contents, and audiences for test reports

- Configuration Management

- Summarize how configuration management supports testing

- Risks and Testing

- Define risk level by using likelihood and impact

- Distinguish between project and product risks

- Describe, by using examples, how product risk analysis may influence the thoroughness and scope of testing

- ement

- Write a defect report, covering a defect found during testing



Keywords

configuration management, defect management, defect report, entry criteria, exit criteria, product risk,
project risk, risk, risk level, risk-based testing, test approach, test control, test estimation, test manager,
test monitoring, test plan, test planning, test progress report, test strategy, test summary report, tester



Tool Support for Testing



Learning Objectives for Test Tools

- Test tool considerations

- Classify test tools according to their purpose and the test activities they support

- Identify benefits and risks of test automation

- Remember special considerations for test execution and test management tools

- Effective use of tools

- Identify the main principles for selecting a tool

- Recall the objectives for using pilot projects to introduce tools

- Identify the success factors for evaluation, implementation, deployment, and on-going support of test tools in an organization



Keywords

data-driven testing, keyword-driven testing, test automation, test execution tool, test management tool



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iSQI ISTQB teaching

 

Teaching Academy

Recognizing and developing Purdue’s best teachers

What is the Teaching Academy?

The Teaching Academy at Purdue strives to bring together the best teaching faculty and graduate students across campus to create a collective voice for teaching excellence. Members are nominated and selected by their peers.

In partnership with the Office of the Provost and the Center for Instructional Excellence, the Teaching Academy sponsors a variety of programs and activities fostering educational creativity, innovation, and effectiveness both in- and outside the classroom. Additionally, the Teaching Academy supports and encourages teaching faculty and graduate students to apply for teaching awards honoring and recognizing excellence in teaching.

Membership

Membership in the Teaching Academy recognizes outstanding and scholarly teaching in the graduate, undergraduate, or engagement programs of Purdue University.

Nomination Process

Become a Teaching Academy Member!

Awards

Learn more about their Teaching Leadership Awards

Get Involved
  • If you are already a Teaching Academy member, consider serving on the Teaching Academy Executive Council
  • Participate in a small working group to further teaching excellence on campus
  • To get involved, contact the chair of the Teaching Academy, Kim Illingworth, at teachingacademy@purdue.edu.

  • Teaching Consultations

    " "

    The Teaching and Learning Center (TLC) offers individual consultations to anyone teaching at Drexel University. Consultations are an opportunity to discuss course or assignment design, solve teaching problems, or try new innovations in the classroom. Each hour-long consultation is focused on the instructor’s needs, allowing targeted approaches to address the specific teaching context and goals.

    All consultations are strictly confidential. The TLC does not disclose any information from consultations unless it is requested by the instructor. The TLC does not write letters of support for reappointment, promotion, or tenure, but faculty can request documentation of participation in consultations, workshops, or programs to use as they see fit.

    Click the “Schedule a Consultation” button and the Teaching and Learning Center appointment calendar will open in a new window. Select one of the teaching consultants listed on the page and the dates they are available for appointments will appear on the calendar. Click on your preferred meeting date and their available meeting times will appear to the right of the calendar. Click on your preferred meeting time and then click continue. Add your details to the scheduling form and click “Confirm Appointment.”


    Applying to Teaching Credentials

    Apply to a MAT with teaching credential program

    Applications are not being accepted for Spring 2024.

    The Fall 2024 application opens October 1st and will close February 1, 2024. Please review the application instructions below.

    There is NO LONGER a Supplemental Application required for most of their programs. Instead, if you will start the program in Fall 2024 as a graduate student (having already completed your BA/BS degree), then all application materials are submitted through Cal State Apply. If you are a current CSUS student and plan to start the program as an undergraduate, please contact Ashley Ciraulo-Stuart at aciraulo@csus.edu. ONLY current CSUS students are allowed to begin the program as an undergraduate.

    In order to submit your application, you will need to have completed each of the documents listed in the Application Information below. Once you are in Cal State Apply, you will be directed as to how and where to upload your documents.

    MAT/Credential Program Information Sessions

    Virtual Information Session for Candidates interested in applying to their teacher credentialing programs for Fall 2024. (Information Session Flyer).

  • Recurring Zoom linkOctober 5, 20233 - 4:30 p.m.

    November 9, 20233 - 4:30 p.m.

    December 7, 20233 - 4:30 p.m.

  • Virtual Information Sessions for Bilingual Candidates (Hmong, Spanish) interested in applying to their teacher credentialing programs for Fall 2024.

    Virtual Drop-ins for Assistance with their Application (mp;A)

    Special Education Program Information Sessions

    Special Education Programs Information Sessions for Candidates interested in learning more about a career working with children and youth with disabilities as an education specialist. RSVP HERE or scan QR Code to receive the zoom link. Become an Education Specialist Teacher

    October 9, 20233:30-4:30 p.m.

    October 26, 20235-6 p.m.

    November 7, 20234-5 p.m.

    November 14, 20237-8 p.m.

    December 4, 20233-4 p.m.

    General Information about the MAT with teaching credentials

    We will not be accepting applications for Spring 2024 for any Master of Arts with Teaching Credential Programs.

    The application period for Fall 2024 Master of Arts with Teaching Credential Programs opened on October 1, 2023 and will close on February 1, 2024.

    ALL Sacramento State Teaching Credential Programs are now Master of Arts in Teaching (MAT) or Master of Arts in Teaching – Special Education (MAT - SpEd) programs, with a Concentration in the various credential programs that they offer (except for the ACT pathway, which is a combined undergraduate degree in CHDV plus special education credential). After completing the credential program required coursework, students may then choose whether to continue and complete the MAT/MAT-SpEd or opt out with the teaching credential completed.

    Apply to return to Sac State to complete your MAT

    To Apply for Fall 2024 Admission to RETURN to Sac State to COMPLETE the Master of Arts in Teaching (MAT) or the Master of Arts in Teaching - Special Education (MAT-SpEd), you must:

  • Be a former Sac State student who entered in Fall 2019 or later
  • Completed the Multiple or Single Subject credential, or the Education Specialist credential in ECSE, MMSN, or ESN
  • Deadlines:

    If you meet the requirements above, use the instructions at this link and submit your application to return in Cal State Apply  by 2/1/24.

    If you have any questions about the reapplication to the MAT or MAT-SpEd, please contact Dr. Mae Chaplin  for MAT or Dr. Jean Gonsier-Gerdin for MAT-SpEd.

    Credential Program Fact Sheets

    Sacramento State has a strong institutional commitment to the principle of diversity in all areas. They consider qualified applicants for their programs without regard to race, color, religion, national origin, age, gender, gender identity/expression, sexual orientation, genetic information, medical condition, marital status, veteran status, or ability. Sacramento State is a Hispanic-serving Institution, an Asian American Pacific Islander-serving institution, thoroughly abides by Title IX, and is a caring campus where students of all identities and intersectionalities are welcomed.

    The College of Education welcomes applicants from diverse backgrounds and with diverse experiences. For more information please read their non-discrimination policy

    Pre-requisites for the Credential Programs

    If you are interested in completing pre-requisite courses for the preliminary Multiple Subject, Single Subject, Early Childhood or Moderate Severe Special Education Credential Programs, you may enroll without having been accepted to the university or to the credential program. You may take pre-requisite courses through Open University or complete the pre-requisites at another college or university. For more information, explore the links below or see “Who to Contact for Help” in the upper right on this page.

    Options for Meeting the Basic Skills Requirement Options for Meeting the Subject Matter Requirement Please Note

    Sacramento State is pleased to consider all eligible applicants for admission into an educator preparation program (e.g., general education teaching, special education teaching, school counseling, school psychology, and educational administration). Accepted applicants who complete all educator preparation program requirements can be recommended for state licensure (e.g., a teaching credential, a school counselor credential). If you are a DACA recipient in an educator preparation program or applying to an educator preparation program and have questions about your ability to obtain work authorization to seek employment as a credentialed educator with the State of California, please contact the Dreamer Resource Center (drc@csus.edu; 916-278-7241) to schedule a free consultation with an immigration attorney to discuss your individual case.

    NON-DISCRIMINATION STATEMENT

    We do not discriminate in in the admission process or activities on the basis of race, color, national or ethnic origin, ancestry, age, religion or religious creed, disability or handicap, sex or gender (including pregnancy, sexual harassment and other sexual misconduct including acts of sexual violence such as rape, sexual assault, sexual exploitation and coercion), gender identity and/or expression (including a transgender identity), sexual orientation, military or veteran status, genetic information, or any other characteristic protected under applicable federal, state or local law.


     


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