ISTQB-ISEB FOUNDATION GUIDE 2ND EDITION PDF

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To browse Academia. Skip to main content. By using our site, you agree to our collection of information through the use of cookies. To learn more, view our Privacy Policy. Log In Sign Up. Hui Tebe. The book includes self-assessment exercises, sample examination questions and worked examples.

We promote wider social and economic progress through the advancement of information technology, science and practice. We bring together industry, academics, practitioners and government to share knowledge, promote new thinking, inform the design of new curricula, shape public policy and inform the public.

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Although every care has been taken by the authors and BISL in the preparation of the publication, no warranty is given by the authors or BISL as publisher as to the accuracy or completeness of the information contained within it and neither the authors nor BISL shall be responsible or liable for any loss or damage whatsoever arising by virtue of such information or any instructions or advice contained within this publication or by any of the aforementioned.

He has worked in areas as diverse as real-time avionics, legacy systems maintenance and e-business strategies. He contributed to the development of software quality standards while at the Ministry of Defence and later became the head of systems and software engineering at The University of Greenwich. He was technical director of ImagoQA and general manager of Microgen IQA, a spe- cialist company providing consultancy in software testing and quality assurance primarily to the financial services sector.

He is now concentrating on writing. Peter Morgan is a freelance testing practitioner. He has been working as a hands-on tester for a number of years, often on projects with over 30 testers. Early in her career she took an interest in developing staff, managing the training of new engineers across the company, to the standards laid down by the IEE now the IET.

She has also instructed delegates in other aspects of testing, such as unit testing, user acceptance testing and managing testing projects, in the UK, Europe, North America and Australia. Geoff Thompson has been involved in testing for nearly 25 years, specialising in test strategy, test management and process improvement.

He is currently consultancy director of the consulting organisation Experimentus Ltd. He has been a self-employed contract test manager or consultant in both financial services and the public sector.

He has evaluated test processes and subsequently implemented improvements, at various organisations, including test management and execution tools as appropriate. An intermediate level qualifi- cation was introduced in as a step towards the more advanced Practitioner qualification.

The Certified Tester Foundation Level Syllabus has been updated and released in a version, and this book relates to the version of the syllabus. The book is therefore structured to support learning of the key ideas in the syllabus quickly and efficiently for those who do not plan to attend a course, and to support structured revision for anyone preparing for the exam.

In this introductory chapter we will explain the nature and purpose of the Foundation Level and provide an insight into the way the syllabus is structured and the way the book is structured to support learning in the various syllabus areas.

Finally we offer guidance on the best way to use this book, either as a learning resource or as a revision resource. As a result coverage of topics is variable, with some only briefly mentioned and others studied in some detail.

The arrangement of the syllabus and the required levels of understanding are explained in the next section. The authors of the syllabus have aimed it at people with varying levels of experi- ence in testing, including those with no experience at all. This makes the certificate accessible to those who are or who aim to be specialist testers, but also to those who require a more general understanding of testing, such as project managers and software development managers.

One specific aim of this qualification is to prepare certificate holders for the next level of certification, but the Foundation Level has sufficient breadth and depth of coverage to stand alone. These timings are further broken down for each topic within a section. Each section of the syllabus also includes a list of learning objectives that provides candidates with a guide to what they should know when they have completed their study of a section and a guide to what can be expected to be asked in an examination.

The learning objectives can be used to check that learning or revision is adequate for each topic. In the book, which is structured around the syllabus sections, we have presented the learning objectives for each section at the beginning of the relevant chapter, and the summary at the end of each chapter confirms how those learning objectives have been addressed.

Finally, each topic in the syllabus has associated with it a level of understanding, represented by the legend K1, K2, K3 or K4: Level of understanding K1 is associated with recall, so that a topic labelled K1 contains information that a candidate should be able to remember but not necessarily use or explain. Level of understanding K3 is associated with the ability to apply a topic in a practical setting.

Level of understanding K4 is associated with the ability to analyse a situation or a set of information to determine what action to take. The level of understanding influences the level and type of questions that can be expected to be asked about that topic in the examination.

More detail about the question style and about the examination is given in Chapter 7. Example questions, written to the level and in the formats used in the examination, are included within each chapter to provide generous examination practice.

Syllabus map The syllabus can usefully be viewed as a mind map, as shown in Figure 0. In this representation the main sections of the syllabus, corresponding to chapters in the book, provide the first level of ordering.

The next level provides the breakdown into topics within each section. In most cases the syllabus breaks topics down even further, but this level of breakdown is omitted from the diagram for clarity. Figure 0. By recognising the relative strengths and weaknesses by topic within sections it is easier to understand the nature and extent of the weakness. For example, problems with certain black-box techniques that are not also associated with white-box techniques and experience-based techniques should give confidence in the overall section on test case design techniques.

The structure enables you to go straight to the place you need, with confidence either that what you need to know will be covered there and nowhere else, or that relevant cross references will be provided. Each chapter of the book incorporates the learning objectives from the syllabus and identifies the required level of understanding for each topic.

Each chapter also includes examples of typical examination questions to enable you to assess your current knowledge of a topic before you read the chapter, and further questions at the end of each chapter to provide practice in answering typical examination questions. Answers are provided for all questions, and the rationale for the correct answer is discussed for all practice questions.

A final chapter explains the Foundation Level examination strategy and provides guidance on how to prepare for the examination and how to manage the examination experience to maximise your own performance. If you are using the book as an alternative to attending an accredited course you will probably find the first method of using the book described below to be of greatest value. If you are using the book as a revision aid you may find the second approach more appropriate. In either case you would be well advised to acquire a copy of the syllabus available from www.

Using the book as a learning aid For those of you using the book as an alternative to attending an accredited course the first step is to familiarise yourself with the syllabus structure and content by skim reading the opening sections of each chapter where the learning objectives are identified for each topic.

You may then find it helpful to turn to Chapter 7 and become familiar with the structure of the examination and the types and levels of questions that you can expect in the examination. From here you can then work through each of the six main chapters in any sequence before returning to Chapter 7 to remind yourself of the main elements of the examination.

For each chapter begin by attempting the self-assessment questions at the beginning to get initial confirmation of your level of confidence in the topics covered by that chapter. This may help you to prioritise how you spend your time. Work first through the chapters where your knowledge is weakest, attempting all the exercises and following through all the worked examples. Read carefully through the chapters where your knowledge is less weak but still not good enough to pass the exam.

You can be more selective with exer- cises and examples here, but make sure you attempt the practice questions at the end of the chapters. For the areas where you feel strong you can use the chapter for revision, but remember to attempt the practice questions to confirm positively your initial assessment of your level of knowledge. Every chapter contains a summary section that reiterates the learning objectives, so reading the first and last sections of a chapter will help you to understand how your current level of knowledge relates to the level required to pass the examination.

The best confirmation of this is to attempt questions at the appropriate K level for each topic; these are provided in the book. The information in Chapter 7 will enable you to construct a properly balanced mock exam of your own. Your mock exam will provide some experience of answering typical questions under the same time pressures that you will experience in the real examination, and this will provide you with a fairly reliable guide to your current state of readiness to take the real examination.

You can also discover which areas most need revision from your performance in the mock exam, and this will guide you as you plan your revision. Revise first where you feel weakest.

You can use the opening sections of each chapter, containing the learning objectives and the self-assessment questions, together with the summary at the end of each chapter to refine further your awareness of your own weaknesses.

From here you can target your studies very accurately. Remember that every K3 topic will have at least one worked example and some exercises to help you build your confidence before tackling questions at the level set in the real examination. You can get final confirmation of your readiness to take the real examination by taking the sample examination paper provided by ISEB. The car should have five wheels, a steering wheel, an engine and all the other essential components, and it should come with appropriate documentation, with all pre-sales checks completed and passed satisfactorily.

The car you receive should be the car described in the sales literature; it should have the correct engine size, the correct colour scheme, and whatever extras you have ordered, and performance in areas such as fuel consumption and maximum speed should match published figures. In short, a level of expectation is set by brochures, by your experience of sitting in the driving seat, and probably by a test drive. If your expectations are not met you will feel justifiably aggrieved.

This kind of expectation seems not to apply to new software installations; examples of software being delivered not working as expected, or not working at all, are common. Why is this? There is no single cause that can be rectified to solve the problem, but one important contributing factor is the inadequacy of the testing to which software applications are exposed.

Software testing is neither complex nor difficult to implement, yet it is a discipline that is seldom applied with anything approaching the necessary rigour to provide confidence in delivered software. Software testing is costly in human effort or in the technology that can multiply the effect of human effort, yet is seldom implemented at a level that will provide any assurance that software will operate effectively, efficiently or even correctly.

This book explores the fundamentals of this important but neglected discipline to provide a basis on which a practical and cost-effective software testing regime can be constructed. Secondly, we will establish the structure that we have used throughout the book to help you to use the book as a learning and revision aid. Thirdly, we will use this chapter to point forward to the content of later chapters. We begin by defining what we expect you to get from reading this chapter. The learning objectives below are based on those defined in the Software Foundation Certificate syllabus ISTQB, , so you need to ensure that you have achieved all of these objectives before attempting the examination.

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Book Description:. This practical guide provides insight into software testing, explaining the basic steps of the process and how to perform effective tests. It provides an overview of different techniques, both dynamic and static. The book is ideal for those with a little experience of software testing who wish to cement their knowledge with industry-recognised techniques and theory.

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Software Testing: An ISTQB-ISEB Foundation Guide

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This practical guide provides insight into software testing, explaining the basic steps of the process and how to perform effective tests. It provides an overview of different techniques, both dynamic and static. The book is ideal for those with a little experience of software testing who wish to cement their knowledge with industry-recognised techniques and theory. This 2nd edition covers the update to the exam syllabus. An unreserved 5 for value for money" IT Training Magazine referring to 1st edition. The editor, Brian Hambling, has experienced software development from a developer's, project manager's and quality manager's perspective in a career spanning over 30 years.

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