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Exam Number : CTFL_001
Exam Name : ISTQB Certified Tester Foundation Level (CTFL_001)
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CTFL_001 Exam Format | CTFL_001 Course Contents | CTFL_001 Course Outline | CTFL_001 Exam Syllabus | CTFL_001 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


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


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


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


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


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


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

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Racial and Ethnic modifications in affected person Perceptions of Bias and Cultural Competence in health Care | Resources

abstract and Introduction

pursuits: To assess: 1) whether racial and ethnic ameliorations exist in patients' perceptions of primary care issuer (PCP) and popular fitness care equipment-related bias and cultural competence; and 2) even if these ameliorations are defined via patient demographics, source of care, or affected person-issuer communication variables.Design: move-sectional phone survey.environment: The Commonwealth Fund 2001 health Care best Survey.subjects: a total of 6,299 white, African-American, Hispanic, and Asian adults.Measurements and leading results: Interviews had been conducted the usage of random-digit dialing; oversampling respondents from communities with excessive racial/ethnic minority concentrations; and yielding a 54.3% response expense. leading results handle respondents' perceptions of their PCPs' and fitness care equipment-related bias and cultural competence; adjusted possibilities (Pr) are suggested for each ethnic group. Most racial/ethnic transformations in perceptions of PCP bias and cultural competence had been defined by demographics, supply of care, and patient-surgeon verbal exchange variables. In distinction, racial/ethnic alterations in affected person perceptions of fitness care device-vast bias and cultural competence continued even after controlling for confounders: African americans, Hispanics, and Asians remained more possible than whites (P < .001) to perceive that: 1) they might have got more advantageous medical care in the event that they belonged to a distinct race/ethnic group (Pr 0.13, Pr 0.08, Pr 0.08, and Pr 0.01, respectively); and 2) clinical personnel judged them unfairly or handled them with disrespect in accordance with race/ethnicity (Pr 0.06, Pr 0.04, Pr 0.06, and Pr 0.01, respectively) and the way smartly they communicate English (Pr 0.09, Pr 0.06, Pr 0.06, and Pr 0.03, respectively).Conclusion: while demographics, supply of care, and patient-physician communique explain most racial and ethnic variations in patient perceptions of PCP cultural competence, transformations in perceptions of health care equipment-broad bias and cultural competence are not wholly defined through such components. Future research should include nearer examination of the sources of cultural bias in the US scientific system.

Racial and ethnic disparities in fitness care access and quality were radically documented.[1] In 2002, the Institute of drugs file Unequal medicine[2] proven that racial and ethnic disparities in fitness care are not entirely explained by variations in access, scientific appropriateness, or patient preferences. The file suggested that disparities in health care exist in the broader historical and contemporary context of social and financial inequality, prejudice, and systematic bias. because most studies of disparity have concentrated on technical elements of care, such because the receipt of certain exams, cures, and methods, much less is commonplace about interpersonal facets of care that may make contributions to followed disparities in health care nice.

contemporary work shows that ethnic minorities, who are commonly in ethnic-discordant relationships with fitness gurus, fee the first-rate of interpersonal care by physicians and in the fitness care device in universal greater negatively than whites.[3,4,5,6,7,8,9,10,11] Researchers have also supplied facts that bias and stereotyping exists amongst health care suppliers.[12,13] furthermore researchers assert that the cultural orientation of the medical care device is much less congruent with the cultural views of some patient companies than others.[14,15,16] Given the critical function that interpersonal processes, together with manifestations of bias and cultural competence, might also play within the provision of health care to racial and ethnic minorities,[14,15,17] measures of these phenomena might be crucial indications of particular person surgeon and health care device cultural competence.

No single definition of cultural competence is universally permitted. however, a number of definitions currently in use share the requirement that fitness care authorities regulate and admire their own tradition with the intention to remember the subculture of the affected person.[18] Cultural and linguistic competence can also be conceptualized in terms of organizational, structural, and medical (interpersonal) limitations to care.[19] The workplace of Minority health defines cultural competence because the potential of fitness care suppliers and health care organizations to take into account and respond with no trouble to the cultural and linguistic wants introduced by using sufferers to the fitness care encounter.[20] on the affected person-company level, it may be defined as the skill of individuals to establish positive interpersonal and working relationships that supercede cultural variations.[3] The Liaison Committee on clinical education contains the need for clinical students to admire and tackle very own biases of their interactions with sufferers among their goals for cultural competence working towards.[21] scientific educators have described eight content material areas (general cultural concepts, racism and stereotyping, physician-affected person relationships, language, selected cultural content, access concerns, socioeconomic status, and gender roles and sexuality) which are taught inside a often permitted rubric of pass-cultural training curricula.[22]

building on these definitions, frameworks, and objectives, we hypothesized that racial and ethnic differences exist in affected person perceptions of: 1) particular person physicians' bias and cultural competence; and a pair of) bias and cultural competence skilled at fitness care equipment-broad degrees. 2nd, we hypothesized that these transformations would be partially explained by way of demographic factors, entry to care, affected person-general practitioner communication, and patients' health literacy.


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