iSQI CTFL_UK : ISTQB Certified Tester Foundation Level (CTFL_UK) Exam Dumps

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Exam Number : CTFL_UK
Exam Name : ISTQB Certified Tester Foundation Level (CTFL_UK)
Vendor Name : iSQI
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CTFL_UK Exam Format | CTFL_UK Course Contents | CTFL_UK Course Outline | CTFL_UK Exam Syllabus | CTFL_UK Exam Objectives


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

- Give examples of why testing is necessary

- Describe the relationship between testing and quality assurance and give 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

- Give 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 (CTFL_UK) Exam Questions

 

Guide to alternative exam arrangements

Get alternative exam arrangements (AEAs) for your exams or timed exams, find out how to check your arrangements are in place, and what to do if you need to make changes.

If you are at a disadvantage due to a disability, health condition or specific learning difficulty, tell us, so we can make recommendations to the way you are assessed. These are known as alternative exam arrangements.  

Deadline to request alternative exam arrangements 

To get alternative exam arrangements, request a study support plan and provide relevant evidence before the deadline for each exam period. 

  • January exam period: The deadline is 11:59 pm (UK time) on Thursday 9 November 2023. 
  • Summer exam period: The deadline is 11:59 pm (UK time) on Sunday 10 March 2024. 
  • Reassessment (resit) period: The deadline is to be confirmed. 
  • If you miss the deadlines, we cannot guarantee that you will be able to have exam adjustments for the upcoming exam period. Review your exam support options. 

    Check your exam timetable 

    If alternative exam arrangements have been agreed, you will see a confirmation at the top of your exam timetable. This will not detail all arrangements but it will confirm if any should be in place.

    If you have extra time or use of a PC, you may see a different exam duration or a different room to your peers.

    Other arrangements will be confirmed by email.

    Changing your alternative exam arrangements

    Contact us if you have any questions about your study support plan and the arrangements it recommends. 

    You must request any changes that you need for the next exam period before the deadline for that period so that your study support plan can be updated in time.

    Problems during your exam 

    Find out what to do if you experience a problem on the day.

    You may need to submit exceptional circumstances if: 

  • you did not receive the AEAs specified in your study support plan 
  • you were unable to get a study support plan in place in time for the exams deadline as you were waiting to get evidence (e.g. waiting for a doctor’s appointment). 
  • You can receive independent advice from the Students’ Union Academic Advice team 

    Types of alternative arrangements

    Some exams are run within your school, such as OSCE's, spot exams, mock exams, mid-session exams and any exams outside the main exam periods.

    Speak to your School Disability Coordinator (SDC) or the tutor in charge of the module being assessed to discuss what arrangements you will have for these exams or how your study support plan might apply to these exams. Your SDC will have a copy of your study support plan.

    These arrangements apply to exams organised by the Exams Office, scheduled during the university exam periods.  

    Extra time Exams

    The amount of extra time you will have is recorded in your study support plan.

    Invigilators will be aware of your extra time provision and will keep track to ensure students are given the correct amount of additional time.

    Students do not have to take the full amount of extra time if this is not required. However, please note that no student may leave the exam venue in the last 15 minutes of their scheduled exam duration.

    If you have extra time you will not be in the main exam hall.

    If you have other arrangements, such as rest breaks, or your study support plan specifies a smaller size venue, this will vary.

    If your exam is online, your extra time will be added to the length of your exam.

    Timed exams

    If you have extra time, you will have one additional day to complete your timed exam.

    This means that a 4-day long timed exam will become a 5-day long timed exam, for example.

    Your school should tell you how much time you should spend on the exam, and you add your extra time to that amount. For example, if they said to spend 3 hours on the exam then, with 25% extra time, that would be 3 hours 45 min. With 50% extra time you should plan to spend 4.5 hours on the exam.

    Computer Exams

    For on-campus exams, you will be assigned a room with a with a computer, usually a desktop computer, which will appear in your timetable.

    You will have a paper copy of the exam question booklet and you will have a paper transcript. You can choose to use these to handwrite instead, if you do not want to type the exam on the day.

    You will have access to Microsoft Word to type your responses. You will not have access to any other applications or software. You will not have access to the internet.

    If you are permitted to use a calculator for the exam, you should bring an approved calculator with you (see What to take to the exam for more information). You will not be able to use the calculator on the computer.

    For some maths-based exams, you might not be timetabled into a computer room. Check with your School or the Exams Office if you are not sure whether you will have a computer for maths exams.

    If your exam is online and remote, you will be expected to use your own computer.

    Timed exams

    You will be expected to use your own computer.

    You are permitted to use any DSAs awarded assistive software for these exams.

    Rest breaks Exams

    Rest breaks are ‘stop-the-clock’ breaks. This means that the exam is paused while you take a break. The amount of time you will have, per hour, is recorded in your study support plan.

    You should indicate to the invigilator when you are ready to take a break by raising your hand. If you are in a sole venue, you may indicate your breaks by speaking to the invigilator. You do not need to take the whole time allocated for your break all at once. The invigilator will keep track of how much of your break you have used and adjust the end time of your exam accordingly.

    You are not permitted to work during your rest break. If you take your break at your desk, the invigilator will remove your exam paper for the duration of the break.

    Students may alternatively take their break outside the examination room and an invigilator will accompany you. 

    If you will need to use the toilet, take medicines or check your blood sugar during your break you may wish to alert the invigilator before the exam starts.

    If you need to bring medical devices you should ensure that this is recorded on your study support plan.

    Smoking during breaks is not permitted.

    Online exams

    If your exam is online, your rest break allowance will be added to your total exam time. You will need to self-manage your breaks and take note of how much break time you have used.

    If your exam is online and your department use proctoring software, you should announce the start and end of each break time out loud.

    Your should contact your School if you require more information on how proctoring software will be used.

    Timed exams

    If you have rest breaks, you will have one additional day to complete your timed exam.

    This means that a 4-day long timed exam will become a 5-day long timed exam, for example.

    Toilet breaks

    If you will need regular toilet breaks due to a health condition or disability, or so that you can administer insulin or medicines in private, you should request stop-the-clock rest breaks in your study support plan. See information about rest breaks, above.

    An invigilator will escort you to the toilet facilities. 

    If a student is taking a bathroom break, which is not part of a supervised rest break, then no additional time will be permitted to go to the bathroom.

    Bringing items

    You are permitted to bring anything that is already approved, such as water in an unlabelled, transparent bottle.

    If you need to bring other items, such as back supports, cushions or ergonomic supports you should ensure that this is recorded in your study support plan. If it is not, please contact Disability Services and request an updated study support plan.

    Items not listed in your study support plan (or not already permitted according to the Exam Regulations) may be in breach of exam rules.

    If you need to bring medication to your exam, please ensure that you bring it in clear packaging. Any cardboard packaging, notes or information leaflets should be left in your bag.

    Food and drink

    Water is permitted. This should be in an unlabelled, transparent bottle.

    Food is only permitted if it has been requested as part of your study support plan (for example, if you are diabetic and need to manage your blood sugar).

    It is recommended that the food is quiet to eat and unlabelled, such as fruit. You should avoid common allergens such as nuts and minimise disruption to other students. 

    Exam support workers: readers, scribes, prompters Exams

    If you have a reader, scribe or prompt, they will meet you at the examination venue. They will arrive 15 minutes before your exam.

    Exam support workers will be guided by you. You may choose to use their support extensively, or only a little. They are there to support you.

    They cannot make suggestions or proofread your work for you. Your work must still be your own.

  • A reader can:
  • read the exam questions aloud to you
  • repeat any questions, at your request, as many times as you need
  • read sections of your own work aloud to you, at your request
  • A reader cannot:
  • reword or reinterpret the question for you
  • prompt you with ideas for the content of your answers or correct your work
  • A scribe can:
  • write for you what you dictate to them, exactly as you dictate it
  • write any punctuation that you stipulate
  • read back what has been written, if requested, and make any changes you request
  • draw or add to diagrams, strictly in accordance with your instructions
  • A scribe cannot:
  • reword, reinterpret or proofread your work.
  • correct your work.
  • be expected to know the spellings of specialist or technical terms. They will ask you how to spell any technical words.
  • A prompter can:
  • prompt you to move on if you are stuck on a question or appear to be focusing too much on one question and not moving on.
  • prompt you to return to the exam if it appears that you have lost focus
  • give time prompts.
  • We may not always be able to provide exam support workers for online exams that you complete at home.

    Students who have DSAs awarded software may sometimes be able to use this in an 'at home' exam:

  • text-to-speech software can be used in place of a Reader
  • dictation (speech-to-text) software can be used in place of a scribe.
  • use of timers can help in the absence of a Prompter.
  • You should check with you school whether you will be permitted to use DSA funded software in your online/at home exam.

    If you believe you will need a support worker and your exam is an online exam, please contact Disability Services.

    Timed exams

    Due to the flexible nature of timed exams (you choose when it is best for you to complete the exam) we are not usually able to provide exam support workers.

    Students’ who have DSAs awarded software may choose to use:

  • text-to-speech software can be used in place of a reader
  • dictation (speech-to-text) software can be used in place of a scribe.
  • timers that can help in the absence of a prompter.
  • If you believe you will need a support worker and your exam is a timed exam, contact Disability Services to discuss this.


    UK Covid-19 Inquiry: 10 questions for Boris Johnson to answer

    Perhaps surprisingly, over his long and eventful life, Boris Johnson has never been on trial.

    Certainly, he has extensive experience of the legal system: divorces; other difficult matters in his private life; the ever-present risk of libel; unconstitutional behaviour subject to judgment in the Supreme Court; the celebrated appearance at the privileges committee hearing; countless parking fines; even a fixed penalty notice for breaking his own lockdown rules.

    But when he faces Hugo Keith KC and the other lawyers at the UK Covid-19 Inquiry, it will be the first time he will have come under sustained questioning by a team of top barristers. Given his blustering performance before Harriet Harman and the Commons select committee, his tendency to go off-piste, his characteristic impatience and general “broad-brush” approach to executive decisions, it’s not certain that he’ll make a good impression as a witness.


     


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