Software Testing Certification ISTQB ASTQB CTFL: ISTQB Syllabi

ISTQB Foundation Level Syllabi

9. Appendix B - Learning Objectives/Cognitive 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, retrieve, recall, recognize, know

Example
Can recognize the definition of "failure" as:

"Non-delivery of service to an end user or any other stakeholder" or
"Actual deviation of the component or system from its expected delivery, service or result"

Level 2: Understand (K2)
The candidate can select the reasons or explanations for statements related to the topic, and can summarize, compare, classify, categorize and give examples for the testing concept.

Keywords: Summarize, generalize, abstract, classify, compare, map, contrast, exemplify, interpret, translate, represent, infer, conclude, categorize, construct models

Examples
Can explain the reason why tests should be designed as early as possible:

To find defects when they are cheaper to remove
To find the most important defects first

Can explain the similarities and differences between integration and system testing:

Similarities: testing more than one component, and can test non-functional aspects
Differences: integration testing concentrates on interfaces and interactions, and system testing concentrates on whole-system aspects, such as end-to-end processing

Level 3: Apply (K3)
The candidate can select the correct application of a concept or technique and apply it to a given context.
Keywords: Implement, execute, use, follow a procedure, apply a procedure
Example

Can identify boundary values for valid and invalid partitions
Can select test cases from a given state transition diagram in order to cover all transitions

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 or project situation and propose appropriate actions to solve a problem or task.
Keywords: Analyze, organize, find coherence, integrate, outline, parse, structure, attribute, deconstruct, differentiate, discriminate, distinguish, focus, select

class="text"Example

Analyze product risks and propose preventive and corrective mitigation activities
Describe which portions of an incident report are factual and which are inferred from results

Reference
(For the cognitive levels of learning objectives)
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