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ISTQB Advanced Level Syllabi
This document was produced by a core team from the International Software Testing Qualifications Board Advanced Level Working Party: Bernard Homès (chair), Graham Bath, Rex Black, Sigrid Eldh, Jayapradeep Jiothis, Paul Jorgensen, Vipul Kocher, Judy McKay, Thomas Mueller, Klaus Olsen, Randy Rice, J¸rgen Richter, Eric Riou Du Cosquer, Mike Smith, Geoff Thompson, Erik Van Veenendaal.
The core team thanks the review team and all national boards for their suggestions and input.
At the time the Advanced Level Syllabus was completed the Advanced Level Working Party had the following membership (alphabetical order):
Graham Bath, Rex Black, Robert Bender, Chris Carter, Maria Clara Choucair, Sigrid Eldh, Dorothy Graham, Bernard Homès (chair), Jayapradeep Jiothis, Vipul Kocher, Anastasios Kyriakopoulos, Judy McKay, Thomas Mueller, Klaus Olsen, Avinoam Porat, Meile Posthuma, Erkki Pöyhönen, J¸rgen Richter, Eric Riou Du Cosquer, Jan Sabak, Hans Schaefer, Maud Schlich, Rajesh Sivaraman, Mike Smith, Michael Stahl, Geoff Thompson, Erik Van Veenendaal.
The following persons participated in the reviewing, commenting and balloting of this syllabus:
| Bernard Homès (chair) Reto Armuzzi Sue Atkins Graham Bath Paul Beekman Armin Beer Rex Black Francisca Blunschi Armin Born Con Bracke Chris Carter Maria Clara Choucair Robert Dankanin Piet de Roo Sigrid Eldh Tim Edmonds Erwin Engelsma Graham Freeburn Dorothy Graham Brian Hambling Jeff B Higgott Bernard Homès Rob Hendriks Dr Suhaimi Ibrahim |
Phillip Isles Pr. Paul C. Jorgensen Vipul Kocher Anastasios Kyriakopoulos Junfei Ma Fergus McClachlan Judy McKay Don Mills Gary Mogyorodi Richard Morgan Silvio Moser Ernst M¸llr Reto M¸ller Thomas M¸ller Peter Mullins Beat Nagel Richard Neeve Klaus Olsen Dale Perry Helmut Pichler Jörg Pietzsch Avionam Porat Iris Pinkster Horst Pohlmann |
Meile Posthuma Eric Riou Du Cosquer Stefan Ruff Hans Schaefer Maud Schlich Rajesh Sivaraman Mike Smith Katja Stalder Neil Thompson Benjamin Timmermans Chris van Bael Jurian van de Laar Marnix van den Ent Mark van der Zwan Stephanie van Dijck Jan van Moll Erik Van Veenendaal Roland Weber Phillip Whettlock Derek Young Mike Young Wenqiang Zheng. |
This document was formally released by the General Assembly of ISTQB® on 12 October 2007.
0. Introduction to this syllabus
0.1 The International Software Testing Qualifications Board
The International Software Testing Qualifications Board (hereinafter called ISTQB®) is made up of Member Boards representing countries or regions around the world. At the time of release, the ISTQB® consisted of 33 Member Boards. More details on the structure and membership of the ISTQB may be found at www.istqb.org.
Purpose of this document
This syllabus forms the basis for the International Software Testing Qualification at the Advanced Level. The ISTQB® provides this syllabus as follows:
The ISTQB® may allow other entities to use this syllabus for other purposes, provided they seek and obtain prior written permission.
The Certified Tester Advanced Level in Software Testing
The Advanced Level qualification is aimed at people who have achieved an advanced point in their careers 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 Advanced Level qualification is also appropriate for anyone who wants a deeper understanding of software testing, such as project managers, quality managers, software development managers, business analysts, IT directors and management consultants. To receive Advanced Level certification, candidates must hold the Foundation Certificate and satisfy the Exam Board which examines them that they have sufficient practical experience to be considered Advanced Level qualified. Refer to the relevant Exam Board to understand their specific practical experience criteria.
Level of knowledge
Learning objectives for each chapter are divided such that they can be clearly identified for each individual module. Further details and examples of learning objectives are given in section 0.3.
This syllabus’ content, terms and the major elements (purposes) of all standards listed shall at least be remembered (K1), even if not explicitly mentioned in the learning objectives.
Examination
All Advanced Certificate examinations must be based on this syllabus and on the Foundation Level Syllabus. Answers to examination questions may require the use of material based on more than one section of this and the Foundation Level Syllabus. All sections of this and the Foundation Level Syllabus are examinable.
The format of the examination is defined by the Advanced Exam Guidelines of the ISTQB®. Individual Member Boards may adopt other examination schemes if desired.
Exams may be taken as part of an accredited training course or taken independently (e.g., at an examination center). Exams may be taken on paper or electronically, but all exams must be proctored / observed (supervised by a person mandated by a National or Examination Board).
Accreditation
An ISTQB® Member Board may accredit training providers whose course material follows this syllabus. Training providers should obtain accreditation guidelines from the board or body that performs the accreditation. An accredited course is recognized as conforming to this syllabus, and is allowed to have an ISTQB® examination as part of the course.
Further guidance for training providers is given in Appendix C – Notice to Training Providers
Level of detail
The level of detail in this syllabus allows internationally consistent teaching and examination. In order to achieve this goal, the syllabus consists of:
The syllabus content is not a description of the entire knowledge area of software testing; it reflects the level of detail to be covered in Advanced Level training courses.
How this syllabus is organized
There are 10 major chapters, each with an introductory section that provides an insight on how they apply to the different testing professionals (modules).
For training purposes, sections 0.3 to 0.6 are provided with the specific learning objectives for each module, per chapter. These sections also provide the minimum time expected for training these topics. It is strongly suggested to simultaneously read the syllabus and study the learning objectives of that specific chapter. This will allow the reader to fully understand what is required and what are the essentials of each chapter for each of the three modules.
Terms & Definitions
Many terms used in the software literature are used interchangeably. The definitions in this Advanced Level Syllabus are available in the Standard glossary of terms used in software testing, published by the ISTQB®.
Approach
There are a number of ways to approach testing, such as those based on the specifications, code structure, data, risks, processes, standards and similar lists of taxonomies. Different processes and tools provide support to the testing processes; methods are available to improve existing processes.
This Advanced Level Syllabus is organized around the approaches proposed in ISO 9126, with a separation of functional, non-functional and supporting approaches. Supporting processes and some improvement methods are mentioned. Selection of this organization and processes is done on an arbitrary basis considered to provide a sound basis for the Advanced Level testers and test managers.
The Advanced Level certification described in this syllabus will be examined with three major task descriptions in mind, each representing basic responsibilities and expectations within an organization. In any organization, responsibilities and associated tasks may be split between different individuals or covered by a single individual. The working responsibilities are outlined below.
0.2.1 Advanced Level Test Manager.
Advanced Level Test Management professionals should be able to:
0.2.2 Advanced Level Test Analyst.
Advanced Level Test Analysts should be able to:
0.2.3 Advanced Level Technical Test Analyst.
Advanced Level Technical Test Analysts should be able to:
0.3 Learning Objectives / Level of Knowledge
The following learning objectives are defined as applying to this syllabus. Each topic in the syllabus will be examined according to the learning objective for it.
Level 1: Remember (K1)
The candidate will recognize, remember and recall a term or concept.
Keywords: Remember, recall, recognize, know.
Example
Can recognize the definition of "failure" as:
Level 2: Understand (K2)
The candidate can select the reasons or explanations for statements related to the topic, and can summarize, differentiate, classify and give examples for facts (e.g. compare terms), the testing concepts, test procedures (explaining the sequence of tasks).
Keywords: Summarize, classify, compare, map, contrast, exemplify, interpret, translate, represent, infer, conclude, categorize.
Examples
Explain the reason why tests should be designed as early as possible:
Explain the similarities and differences between integration and system testing:
Level 3: Apply (K3)
The candidate can select the correct application of a concept or technique and apply it to a given context. K3 is normally applicable to procedural knowledge. There is no creative act involved like evaluating a software application, or creating a model for a given software. When we have a given model and cover in the syllabus the procedural steps to create test cases from a model, then it is K3.
Keywords: Implement, execute, use, follow a procedure, apply a procedure.
Example
Level 4: Analyze (K4)
The candidate can separate information related to a procedure or technique into its constituent parts for better understanding, and can distinguish between facts and inferences. Typical application is to analyze a document, software, project situation and propose appropriate actions to solve a problem or task.
Keywords: Analyse, differentiate, select, structure,, focus, attribute, deconstruct, evaluate, judge, monitor, coordinate, create, synthesize, generate, hypothese, plan, design, construct, produce.
Example
Reference (For the cognitive levels of learning objectives)
Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain, David McKay, Co. Inc.
Anderson, L. W. and Krathwohl, D. R. (eds) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, Allyn & Bacon.
0.4 Learning Objectives for Test Managers
This section provides a list of detailed learning objectives for the Test Manager module. In general all parts of this syllabus are examinable at a K1 level. That is the candidate will recognize, remember and recall a term or concept.
For this reason the table below only contains learning objectives on K2, K3 and K4 levels.
Introduction to Test Manager Syllabus – [60 minutes]
(Including revision of ISTQB® Foundation Level syllabus)
Chapter 1: Basic Aspects of Software Testing – [150 minutes]
1.2 Testing in the Software Lifecycle
- (K2) Describe how testing is a part of any software development and maintenance activity
- (K4) Analyze software life-cycle models and outline the most appropriate tasks/test activities to be executed.(distinguish between test and development activities)
1.3 Specific Systems
- (K2) Explain by giving examples the specifics of testing systems of systems
- (K2) Explain why the three main outcomes of testing safety critical systems are required to demonstrate compliance to regulations
1.4 Metrics & Measurement
- (K2) Describe and compare the standard testing related metrics
- (K3) Monitor testing activities by measuring the test object(s) and the test process
Chapter 2: Testing Processes – [120 minutes]
2.3 Test planning & control
- (K2) Describe, giving examples, how test strategies affect test planning
- (K2) Compare test work products and explain by giving examples relations between development and testing work products
- (K2) Classify test control activities related to determine if test mission, strategies, and objectives have been achieved
2.5 Test implementation & execution
- (K2) Explain the pre-conditions for test execution
- (K2) Explain by giving examples the advantages and disadvantages or early test implementation considering different testing techniques
- (K2) Explain the reasons why users and/or customers might be included in test execution.
- (K2) Describe how the level of test logging might vary depending on test level
2.6 Evaluating Exit Criteria and Reporting
- (K2) Summarize the information necessary to collect during the test process to support accurate reporting and evaluation against exit criteria
2.7 Test Closure Activities
- (K2) Summarize the four groups of test closure activities
- (K3) Generalize lessons learned in test closure phase in order to discover areas to improve or repeat
Chapter 3: Test Management – [1120 minutes]
3.2 Test Management Documentation
- (K4) Outline test management documents such as Test Plan, Test Design Specification, and Test Procedure in compliance with IEEE 829
- (K2) Describe at least 4 important elements of a test strategy / approach and which documents according to IEEE 829 contain elements of test strategy
- (K2) Illustrate how and why deviations from the test strategy are managed in the other test management documents
3.3 Test Plan Documentation
- (K2) Summarize the IEEE 829 structure of a master test plan
- (K2) Paraphrase and interpret the topics suggested by the standard IEEE 829 structure of a test plan with respect to tailoring to an organization, risk of a product, and risk, size and formality of a project
3.4 Test Estimation
- (K3) Estimate the testing effort for a small sample system using a metrics based and an experience-based approach considering the factors that influence cost effort and duration
- (K2) Understand and give examples to the factors listed in the syllabus which may lead to inaccuracies in estimates
3.5 Scheduling Test Planning
- (K2) Explain the benefits of early and iterative test planning. Support your explanation by examples
3.6 Test Progress Monitoring & Control
- (K2) Compare the different procedures for controlling test progress
- (K2) Give at least 5 conceptually different examples about how test progress findings influence the course of the test process
- (K4) Use findings related to the test progress observed during monitoring and control activities and measures in order to outline an action plan to improve the current test process. Suggest improvements
- (K4) Analyze test results and determine the test progress, documented into a monitoring report and a final test summary report covering all 4 reporting dimensions
3.7 Business Value of Testing
- (K2) Give examples (measures) for each of the 4 categories determining the "cost of quality".
- (K3) For a given context list the quantitative and/or qualitative values that apply
3.8 Distributed, Outsourced & Insourced Testing
- (K2) List risks, commonalities and differences between the 3 staffing strategies (distributed, outsourced & in-sourced testing)
3.9 Risks-Based Testing
3.9.1 Introduction to Risk Based Testing
- (K2) Explain the different ways, how risk-based testing responds to risks
- (K4) Identify risk within a project and product, and determine the adequate test strategy and test plan based on these risks
3.9.2 Risk Management
- (K3) Execute a risk analysis for product from a testers perspective, following the specific approach FMEA
- (K4) Summarize the results from the various perspectives on risk typically held by key project stakeholders, and use their collective judgment in order to outline test activities to mitigate risks
3.9.3 Risk Management in the Lifecycle
- (K2) Describe characteristics of risk management that require it to be an iterative process
- (K3) Translate a given risk based test strategy to test activities and monitor its effects during the testing
- (K4) Analyze and report test results and determine / propose residual risks to enable project managers to make intelligent release decisions
3.10 Failure Mode and Effects Analysis
- (K2) Describe the concept of FMEA, explain its application in projects and benefits on projects by example
3.11 Test Management issues
- (K2) Compare the test management issues for the Exploratory Testing, Systems of Systems, and testing safety-critical systems related to strategy, benefits and disadvantages, adequacy and their impact on planning, coverage, and monitoring and control
Chapter 4: Test Techniques – [0 minutes]
No Learning objectives (at any K-level) apply for the test manager.
Chapter 5: Test of Software Characteristics – [0 minutes]
No Learning objectives (at any K-level) apply for the test manager.
Chapter 6: Reviews – [120 minutes]
6.2 The Principles of Reviews
- (K2) Explain the benefits of reviews compared to dynamic testing and other static testing techniques
6.4 Introducing Reviews
- (K2) Compare review types with each other and show their relative strengths, weaknesses and fields of use.
- (K3) Lead a review team through a formal review following the steps identified
- (K4) Outline a review plan as part of a quality/test plan for a project considering review techniques considering defects to be found, available skills of staff, and aligned with appropriate dynamic testing approaches
6.5 Success Factors for Reviews
- (K2) Explain the risks behind not considering the technical, organizational factors and people issues for performing reviews.
Chapter 7: Incident Management – [80 minutes]
Chapter 8: Standards & Test Improvement Process – [120 minutes]
8.4 Improving the Test Processes
- (K3) Write and test improvement plan using the generic steps involving the right persons
- (K2) Summarize the testing improvement process as defined by TMM, TPI, CTP, STEP, and the process areas verification and validation in CMMI
- (K2) Explain the evaluation criteria of the test improvement models TMM, TPI, CTP, STEP, and the process areas verification and validation in CMMI
Chapter 9: Test Tool & Automation – [90 minutes]
9.2 Test Tool Concepts
- (K2) Compare the elements and aspects within each of the test tool concepts "Benefits & Risks", "Test Tool Strategies", "Tool Integration", "Automation Languages", "Test Oracles", "Tool Deployment", "Open Source Tools", "Tool Development", and "Tool Classification"
- (K2) Describe why and when it is important to create a test tool strategy or road-map for your test tool
- (K2) Understand the different phases in test tool implementation
9.3 Test Tool Categories
- (K2) Summarize the test tool categories by objectives, intended use, strengths, risks and examples
- (K2) Summarize specific requirements to test tools and open source test tools used for testing Safety Critical systems
- (K2) Describe important aspects and consequences of different Test Tools and their implementation, usage and effects on the test process.
- (K2) Describe when and why implementing your own tool is an option and its benefits, risks and consequences
Chapter 10: People Skills – Team Composition – [240 minutes]
10.2 Individual Skills
- (K3) Use a given questionnaire in order to determine strengths and weaknesses of team members related to use of software systems, domain and business knowledge, areas of systems development, software testing and interpersonal skills
10.3 Test Team Dynamics
- (K3) Perform a gap analysis in order to determine the required technical and soft skills for open positions in an organization.
10.4 Fitting Testing Within an Organization
- (K2) Characterize the various organizational options and compare them with in-/out source and in-/off-shoring.
10.5 Motivation
- (K2) Provide example of motivating and demotivating factors for testers
10.6 Communication
- (K2) Describe by example professional, objective and effective communication in a project from the tester perspective. You may consider risks and opportunities.
0.5 Learning Objectives for Test Analysts
This section provides a list of detailed learning objectives for the Test Analyst module. In general all parts of this syllabus is on a K1 level. That is the candidate will recognize, remember and recall a term or concept. For this reason the table below only contains learning objectives on K2, K3 and K4 levels.
Introduction to Test Analyst Syllabus – [60 minutes]
(Including revision of ISTQB® Foundation Level syllabus)
Chapter 1: Basic Aspects of Software Testing – [30 minutes]
Chapter 2: Testing Processes – [180 minutes]
2.4 Test analysis & design
- (K2) Explain the causes of functional testing taking place in specific stages of an application’s life cycle
- (K2) Exemplify the criteria that influence the structure and level of test condition development
- (K2) Describe how test analysis and design are static testing techniques that can be used to discover defects
- (K2) Explain by giving examples the concept of test oracles and how a test oracle can be used in test specifications
2.5 Test implementation & execution
- (K2) Describe the pre-conditions for test execution, including: testware; test environment;
configuration management; and defect management2.6 Evaluating Exit Criteria and Reporting
- (K3) Determine from a given set of measures if a test completion criterion has been fulfilled.
Chapter 3 : Test Management – [120 minutes]
3.9.2 Risks Based Testing
Chapter 4 : Test Techniques – [1080 minutes]
4.2 Specification based
4.4 Defect and Experience Based
Chapter 5: Test of Software Characteristics – [210 minutes]
5.2 Quality Attributes for Domain Testing
- (K4) Explain by examples what testing techniques listed in chapter 4 are appropriate to test of accuracy, suitability, interoperability, functional security, and accessibility characteristics.
- (K3) Outline, design, specify and execute usability tests using appropriate techniques and covering given test objectives and defects to be targeted.
5.3 Quality Attributes for Technical Testing
- (K2) Explain the reasons for including efficiency, reliability and technical security tests in a testing strategy and provide examples of defects expected to be found
- (K2) Characterize non-functional test types for technical testing by typical defects to be targeted (attacked), its typical application within the application life-cycle, and test techniques suited to used for test design.
Chapter 6 : Reviews – [180 minutes]
Chapter 7 : Incident Management – [120 minutes]
Chapter 8 : Standards & Test Improvement Process – [0 minutes]
No Learning objectives (at any K-level) apply for the test analyst.
Chapter 9: Test Tools & Automation – [90 minutes]
9.2 Test Tool Concepts
- (K2) Compare the elements and aspects within each of the test tool concepts "Benefits & Risks", "Test Tool Strategies", "Tool Integration", "Automation Languages", "Test Oracles", "Tool Deployment", "Open Source Tools", "Tool Development", and "Tool Classification"
9.3 Test Tool Categories
- (K2) Summarize the test tool categories by objectives, intended use, strengths, risks and provide examples
- (K2) Map the tools of the tool categories to different levels and types of testing
Chapter 10: People Skills – Team Composition – [30 minutes]
10.6 Communication
0.6 Learning Objectives for Technical Test Analysts
This section provides a list of detailed learning objectives for the Technical Testing Analyst module. In general all parts of this syllabus is on a K1 level. That is the candidate will recognize, remember and recall a term or concept. For this reason the table below only contains learning objectives on K2, K3 and K4 levels.
Introduction to Technical Test Analyst Syllabus –[60 minutes]
(Including revision of ISTQB® Foundation Level syllabus)
Chapter 1: Basic Aspects of Software Testing – [30 minutes]
Chapter 2: Testing Processes – [180 minutes]
2.4 Test analysis & design
- (K2) Explain the stages in an application’s lifecycle where non-functional tests and architecture-based tests may be applied . Explain the causes of non-functional testing taking place only in specific stages of an application’s lifecycle
- (K2) Exemplify the criteria that influence the structure and level of test condition development
- (K2) Describe how test analysis and design are static testing techniques that can be used to discover defects
- (K2) Explain by giving examples the concept of test oracles and how a test oracle can be used in test specifications
2.5 Test implementation & execution
- (K2) Describe the pre-conditions for test execution, including: testware; test environment; configuration management; and defect management
2.6 Evaluating Exit Criteria and Reporting
- (K3) Determine from a given set of measures if a test completion criterion has been fulfilled.
Chapter 3: Test Management – [120 minutes]
3.9.2 Risk Management
- (K2) Outline the activities of a risks based approach for planning and executing technical testing
Chapter 4: Test Techniques – [930 minutes]
4.2 Specification based
- (K2) List examples of typical defects to be identified by each specific specification-based techniques
- (K3) Write test cases from given software model in real-life using the following test design techniques (the tests shall achieve a given model coverage)
- Equivalence partitioning
- Boundary value analysis
- Decision tables
- State transition testing
- (K4) Analyze a system, or its requirement specification in order to determine which specification-based techniques to apply for specific objectives, and outline a test specification based on IEEE 829, focusing on component and non-functional test cases and test procedures
4.3 Structure based
- (K2) List examples of typical defects to be identified by each specific specification-based techniques
- (K3) Write test cases in real-life using the following test design techniques (The tests shall achieve a given model coverage)
- Statement testing
- Decision testing
- Condition determination testing
- Multiple condition testing
- (K4) Analyze a system in order to determine which structure-based technique to apply for specific test objectives
- (K2) Understand each structure-based technique and its corresponding coverage criteria and when to use it
- (K4) Be able to compare and analyze which structure-based technique to use in different situations
4.4 Defect and Experienced Based
- (K2) Describe the principle and reasons for defect-based techniques and differentiate its use from specification- and structure-based techniques
- (K2) Explain by examples defect taxonomies and their use
- (K2) Understand the principle of and reasons for experienced-based techniques and when to use them
- (K3) Specify, execute and report tests using exploratory testing
- (K3) Specify tests using the different types of software fault attacks according to the defects they target
- (K4) Analyze a system in order to determine which specification-based, defect-based or experienced-based techniques to apply for specific goals.
4.5 Static Analysis
- (K3) Use the algorithms "Control flow analysis", "Data flow analysis" to verify if code has not any control or data flow anomaly
- (K4) Interpret the control and data flow results delivered from a tool in order assess if code has any control or data flow anomaly
- (K2) Explain the use of call graphs for the evaluation of the quality of architecture. This shall include the defects to be identified, the use for test design and test planning, limitations of results
4.6 Dynamic Analysis
- (K2) Explain how dynamic analysis for code can be executed and summarize he defects that can be identified using that technique, and its limitations
Chapter 5: Test of Software Characteristics – [240 minutes]
5.2 Quality Attributes for Domain Testing
- (K2) Characterize non-functional test types for domain testing by typical defects to be targeted (attacked), its typical application within the application life-cycle, and test techniques suited to used for test design.
- (K4) Specify test cases for particular types of non-functional test types and covering given test objectives and defects to be targeted.
5.3 Quality Attributes for Technical Testing
- (K2) Characterize non-functional test types for technical testing by typical defects to be targeted (attacked), its typical application within the application life-cycle, and test techniques suited to used for test design.
- (K2) Understand and explain the stages in an application’s lifecycle where security, reliability and efficiency tests may be applied (including their corresponding ISO9126 sub-attributes)
- (K2) Distinguish between the types of faults found by security, reliability and efficiency tests, (including their corresponding ISO9126 sub-attributes)
- (K2) Characterize testing approaches for security, reliability and efficiency quality attributes and their corresponding ISO9126 sub-attributes.
- (K3) Specify test cases for security, reliability and efficiency quality attributes and their corresponding ISO9126 sub-attributes.
- (K2) Understand and explain the reasons for including maintainability, portability and accessibility tests in a testing strategy
- (K3) Specify test cases for maintainability and portability types of non-functional test
Chapter 6: Reviews – [180 minutes]
Chapter 7: Incident Management – [120 minutes]
Chapter 8: Standards & Test Improvement Process – [0 minutes]
No Learning objectives (at any K-level) apply for the technical test analyst.
Chapter 9: Test Tools & Automation – [210 minutes]
9.2 Test Tool Concepts
- (K2) Compare the elements and aspects within each of the test tool concepts "Benefits & Risks", "Test Tool Strategies", "Tool Integration", "Automation Languages", "Test Oracles", "Tool Deployment", "Open Source Tools", "Tool Development", and "Tool Classification"
9.3 Test Tools Categories
- (K2) Summarize the test tool categories by objectives, intended use, strengths, risks and examples
- (K2) Map the tools of the tool categories to different levels and types of testing
9.3.7 Keyword-Driven Test Automation
- (K3) Create keyword / action word tables using the key-word selection algorithm to be used by a test-execution tool
- (K3) Record tests with Capture-Replay tools in order to make regression testing possible with high quality, many testcases covered, in a short time-frame
9.3.8 Performance Testing Tools
- (K3) Design a performance test using performance test tools including planning and measurements on system characteristics
Chapter 10: People Skills – Team Composition – [30 minutes]
10.6 Communication
- (K2) Describe by example professional, objective and effective communication in a project from the tester perspective. You may consider risks and opportunities.