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Exam Code: CTAL-TA Practice exam 2023 by team
CTAL-TA ISTQB Certified Tester Advanced Level - Test Analyst (Syllabus-2012)

An Advanced Level Test Analyst can:

- perform the appropriate testing activities based on the software development lifecycle being used;
- determine the proper prioritization of the testing activities based on the information provided by the risk analysis;
- select and apply appropriate test techniques to ensure that tests provide an adequate level of confidence, based on defined coverage criteria;

- provide the appropriate level of documentation relevant to their testing activities;

- determine the appropriate types of functional testing to be performed;

- work effectively in a usability testing team;

- effectively participate in requirements / user story reviews with stakeholders, applying knowledge of typical mistakes made in work products;

- Strengthen the efficiency of the test process with the use of tools.

Learning Objectives

- Explain how and why the timing and level of involvement for the Test Analyst varies when working with different software development lifecycle models.

- Summarize the appropriate tasks for the Test Analyst when conducting analysis and design activities.

- Explain why test conditions should be understood by the stakeholders.

- For a given project scenario, select the appropriate design level for test cases (high-level or low-level).

- Explain the issues to be considered in test case design.

- Summarize the appropriate tasks for the Test Analyst when conducting test implementation activities.

- Summarize the appropriate tasks for the Test Analyst when conducting test execution activities.

- For a given situation, participate in risk identification, perform risk assessment and propose appropriate risk mitigation.

- Analyze a given specification item(s) and design test cases by applying equivalence partitioning.

- Analyze a given specification item(s) and design test cases by applying boundary value analysis.

- Analyze a given specification item(s) and design test cases by applying decision table testing.

- Analyze a given specification item(s) and design test cases by applying state transition testing.

- Explain how classification tree diagrams support test techniques.

- Analyze a given specification item(s) and design test cases by applying pairwise testing.

- Analyze a system, or its requirement specification, in order to determine likely types of defects to be found and select the appropriate black-box test technique(s).

- Explain the principles of experience-based test techniques, and the benefits and drawbacks compared to black-box and defect-based test techniques.

- Determine exploratory tests from a given scenario.

- Describe the application of defect-based test techniques and differentiate their use from black-box test techniques.

- For a given project situation, determine which black-box or experience-based test techniques should be applied to achieve specific goals.

- Explain what test techniques are appropriate to test functional completeness, correctness and appropriateness.

- Define the typical defects to be targeted for the functional completeness, correctness and appropriateness characteristics.

- Define when the functional completeness, correctness and appropriateness characteristics should be tested in the software development lifecycle.

- Explain the approaches that would be suitable to verify and validate both the implementation of the usability requirements and the fulfillment of the user's expectations.

- Explain the role of the test analyst in interoperability testing including identification of the defects to be targeted.

- Explain the role of the test analyst in portability testing including identification of the defects to be targeted.

- For a given set of requirements, determine the test conditions required to verify the functional and/or non-functional quality characteristics within the scope of the Test Analyst.

- Identify problems in a requirements specification according to checklist information provided in the syllabus.

- Identify problems in a user story according to checklist information provided in the syllabus.

- For a given scenario, determine the appropriate activities for a Test Analyst in a keyword-driven automation project.

- Explain the usage and types of test tools applied in test design, test data preparation and test execution.

ISTQB Certified Tester Advanced Level - Test Analyst (Syllabus-2012)
iSQI (Syllabus-2012) student
Killexams : iSQI (Syllabus-2012) student - BingNews Search results Killexams : iSQI (Syllabus-2012) student - BingNews Killexams : Academic Success Tip: Add Syllabus studying Assignments

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Professors can encourage student to read their syllabus with an in-class or pre-class assignment.

Those who teach first-year or introductory-level courses may not realize that their students could be entirely unfamiliar with a syllabus and its content.

Professors looking for new or creative ways to share syllabi content can employ one of these three tips:

  1. Create a syllabus quiz.

Professors can review key components of a syllabus such as grade distribution, preferred method of contact, office hours or classroom expectations through a quiz, delivered in-class or prior to the first class. (Who doesn’t love a pop quiz!) To add extra incentive, professors can attribute points or extra credit to the quiz.

Alicia Russell, associate director of the Center for the Enhancement of Learning and Teaching at Tufts University, would assign students a one-point quiz with the opportunity to retake as many times as they wanted, she shares in a blog post. Russell found the activity reduced the number of questions she would receive about syllabus already covered in the syllabus.

  1. Make a game.

Syllabus review in class can be fun and engaging if professors create an active-learning environment. Cathy N. Davidson, professor of English, and Christina Katopodis, a postdoctoral research associate, from the City University of New York, have come up with creative ways to engage students in syllabus exercises. A few examples:

  • Scavenger hunt. Set up a trivia-style quiz with questions that encourage students to reference the syllabus, LMS or website, as applicable. Questions from “When is the midterm due?” or “How should you submit assignments?” can help students remember key details later.
  • Mapping the syllabus. In this visual exercise, students are given a blank piece of paper and drawing utensils and asked to portray the syllabus as a timeline, concept map, comic or other graphic. After allowing time for students to read the syllabus and draw, professors can display the graphics around the classroom (or online with the whiteboard feature of Zoom or Google Jamboard).
  • Collaborative annotation.Group students into small teams, divide the syllabus into sections and assign each team one portion. Cohort members work collaboratively to read, annotate and review their section with the class.
  • Peer-to-peer syllabus learning. A longer version of collaborative annotation, small groups can be assigned to teach a portion of the syllabus, allocating one half of class for groups to make a presentation and the second half for teaching.
  1. Hide an “easter egg.”

Making sure students read every single line of the syllabus may seem impossible, but a hidden message can help spot those who do. For students who read Monday announcements for his course, retired Walden University professor David Mathieu would share one of his recipes.

In addition to making sure students got all the information he was sharing, the recipes helped make him more approachable, friendly and added a taste of “midwestern down home,” Mathieu says.

Do you have an academic success tip that might help others encourage student success? Tell us about it.

Sun, 13 Aug 2023 11:59:00 -0500 en text/html
Killexams : Should You Add an AI Policy to Your Syllabus? No result found, try new keyword!Your course policy should be clear-cut, but be mindful of how lengthy it is compared with other policy language on your syllabus. Be specific enough that students understand the rules but not so ... Mon, 31 Jul 2023 07:20:00 -0500 en-US text/html Killexams : Student Life & Well-being
The Student Experience Project (SEP) is a collaborative of university leaders, faculty, researchers and national education organizations committed to innovative, research-based practices to increase degree attainment by building equitable learning environments and fostering a sense of belonging on campus.


We are a campus that cares about your wellbeing and success. Your personal health and well-being are of utmost importance to faculty and campus administrators. As a university we recognize that students have a multitude of needs and commitments outside of campus. Hence why we are offering you 1-3 Wellness Days for you general wellbeing. Additionally, below are resources the university offers to ensure you feel welcomed and included in our diverse environment. 

Counseling Services provide crisis intervention, assessment, referrals, short term individual counseling and group therapy. Call to book an appointment at 978-934-6800. 

UMatter2 is a university-wide initiative to support students and promote mental health, they can be reached at 978-934-6617 or You may also access the TogetherAll community which is a peer to peer platform dedicated to mental health support. 
Disability Services assists students with documented disabilities by providing reasonable accommodations, coordinating services, and creating accessibility through assistive technology and other means. They can be reached via 978-934-4574 or
Centers for Learning and Academic Support Services (CLASS) provides advising services including planning, course selection, SIS functions, changing majors/minors and, course deletion. 978-934-2936 or
The Office of Multicultural Affairs (OMA) supports and advocates for students while leading diversity-related programming. At the same time working to create an inclusive environment for LGBTQ+ individuals via the LGBTQ+ Resource Center. 978-934-4336 or
The mission of the Office of Student Life & Well-being is to advance the Division of Academic and Student Affairs holistic concept for student success by infusing health promoting actions and collaborations into campus culture. They can be reached via 978-934-4342 or
Thu, 17 Aug 2023 00:34:00 -0500 en text/html
Killexams : Nevada Today

Latin Alternative Powerhouse, LADAMA, kicks off the 2023-24 Performing Arts Series season

The University of Nevada, Reno’s Performing Arts Series celebrates 63 years with a culturally diverse lineup of performances and free open-to-the-public events

Mon, 21 Aug 2023 12:00:00 -0500 en-us text/html
Killexams : D&AD student award winners 2012 No result found, try new keyword!The founder of Bartle Bogle Hegarty wants to unlock your creativity with a new online course, founded on the principle that “business itself is a creative construct” and needs creative thinking to ... Wed, 16 Aug 2023 21:30:00 -0500 Creative Review en-UK text/html Killexams : UCLA to host first Student Entrepreneur Venture Competition

The chance to control the design of a business startup came as an offer to Ethan Paulson.

Paulson, a third-year Design | Media Arts student, worked with several of his friends to create their own business over the summer.

They are continuing to dedicate themselves to refining their product, a quiz that allows customers to learn what vitamins they need for their diet, this quarter.

Entrepreneurial-minded students like Paulson are exactly who the Student Entrepreneur Venture Competition hope to draw to compete. The new yearlong contest is hosted by the UCLA Engineering Institute for Technology Advancement and the Henry Samueli School of Engineering and Applied Science.

The teams entering the competition will be required to create a new piece of technology, designate who to sell the product to and make a realistic business plan, said Vijay Dhir, dean of the School of Engineering who is helping organize the competition.

The teams must consist of at least one engineering student and one business graduate student from the UCLA Anderson School of Management, Dhir said.

The competition will draw $50,000 from past donations by the namesake of the engineering school, Henry Samueli and the Kay Family Foundation. Using the funds, organizers hope to assist teams in the competition by providing them mentors and supplies, Dhir said. A portion of the money will be allotted for a cash prize, though an exact amount has not yet been determined, he said.

Paulson said a possible challenge for his team could be finding a student from Anderson to work with, which may keep them from entering in the competition.

Contest organizers hope to assist students who want to participate in the competition and are having trouble finding a business student to partner with, Dhir said.

“We designed this competition to encourage students to participate (in entrepreneurship) and make something tangible,” he said.

The contest underscores a recent movement at UCLA to increase student involvement in business startups, said William Ouchi, a professor in the UCLA Anderson School of Management.

UCLA has a variety of resources open to students interested in business ventures, such as the Price Center for Entrepreneurial Studies in the Anderson School of Management, which provides graduate students entrepreneurial classes ““ but it is only recently that UCLA renewed focus in expanding these types of programs and services, Ouchi said.

“There has been at UCLA the attitude that if you have entrepreneurial tendencies, you shouldn’t talk about them,” Ouchi said. “Entrepreneurs are (now) coming out … it’s a good thing and we want to help you.”

The Student Entrepreneur Venture Competition is not the only competition available to business-oriented students. The UCLA Business of Science Center also puts on an annual competition in the spring, but it is geared toward postdoctoral and graduate students rather than undergraduates, said Nathan Martin, student venture team coordinator for the center.

“The idea of (entrepreneurial competitions) is that all students can learn from each other,” Martin said. “We’re happy (to see the School of) Engineering come out with this competition for students and faculty.”

Ouchi said he hopes the expanding entrepreneurial environment at UCLA will inspire the surrounding community to change as well, such as a possible technology corridor growing in Westwood and Santa Monica.

“UCLA is a largely undiscovered gem in the world of invention,” Ouchi said. “The underlying quality of our students is the best.”

Applications for the venture competition will be available online through the Institute of Technology Advancement.

For the rest of the year, participating teams will work to create and refine a technology-oriented product receiving assistance from faculty, other entrepreneurs and business owners. The competition will conclude at the end of spring quarter, but the School of Engineering will continue to support the winning teams afterward, with resources such as work space and materials, Dhir said.

Students must form a team and apply by the end of fall quarter.

At the moment, Paulson and his teammates are unsure whether they will enter into the contest. Several members have taken the quarter off to just focus on their product, Paulson said.

“UCLA has made more of a push for startups and entrepreneurs,” Paulson said. “Especially with the lack of an undergrad business school, (this contest) makes up for that.”

Sun, 30 Jul 2023 12:00:00 -0500 text/html
Killexams : Taylor Swift on the syllabus? Her songbook is now required studying for some college courses cannot provide a good user experience to your browser. To use this site and continue to benefit from our journalism and site features, please upgrade to the latest version of Chrome, Edge, Firefox or Safari.

Thu, 17 Aug 2023 23:34:00 -0500 en-US text/html
Killexams : Sandy Hook shooting: What happened?

Before events at the school

At some point before he went to the school, investigators believe Adam Lanza, 20, killed his mother, Nancy Lanza.

He grabbed three guns from the house -- a semi-automatic AR-15 assault rifle made by Bushmaster and pistols made by Glock and Sig Sauer -- and went to the elementary school wearing black fatigues and a military vest, according to a law enforcement official.

The above weapons are similar to the ones found with the suspect: A Bushmaster rifle, a Glock handgun, and a Sig-Sauer handgun.

Classes were under way at the school. Approximately 700 students were present.

Earlier this year, the school principal, Dawn Lafferty Hochsprung, ordered a new security system installed that required visitors to be visibly identified and buzzed in. As part of the security system, the school locked its doors each day at 9:30 a.m.

The door was locked when the gunman arrived.

Authorities now know the gunman used "an assault weapon" to "literally (shoot) an entrance into the building," Connecticut Gov. Dannel Malloy said.

A graphic depicting the site of the shooting. (CNN)

Inside the school

Hochsprung heard loud pops. She, school psychologist Mary Sherlach and vice principal Natalie Hammond went out to investigate.

Only Hammond returned from the hallway alive. She was wounded.

At about 9:30 a.m., as announcements were read over the loudspeaker to the students, shots were heard across the school. Students described being ushered into bathrooms and closets by teachers after hearing the first shots.

Lanza moved toward two classrooms of kindergartners and first-graders, police said.

In one classroom was Lauren Rousseau, a substitute teacher who was filling in for a teacher out on maternity leave. The gunman shot all 14 students in the classroom, law enforcement officers said.

In another classroom, Victoria Soto, 27, moved her first-grade students away from the door. The gunman burst in and shot her, according to the father of a surviving student. Six students were killed in that classroom.

First responders arrive

At the police station, dispatchers began to take calls from inside the school. Authorities say the first emergency call about the shooting came in at "approximately" 9:30 a.m.

"Sandy Hook school. Caller is indicating she thinks someone is shooting in the building," a dispatcher told fire and medical personnel, according to 911 tapes.

The first officer arrived on the scene of the Sandy Hook school shooting two minutes and 41 seconds after the first police radio broadcast of the shooting. Previous CNN reporting cited an incorrect arrival time based on early reports.

Police report that no law enforcement officers discharged their weapons at any point.

The gunman took his own life, police said. He took out a handgun and shot himself in a classroom as law enforcement officers approached, officials said.

Twenty students, ages 6 and 7, and six adults were killed at the school.

Police secured the building, ensuring no other shooters were on site. Police then escorted students and faculty out of the building to a nearby firehouse.

As reports of the shooting made their way around town, frantic parents descended on the firehouse where the children had been taken.

By nightfall, the firehouse became a gathering point for parents and family members whose loved ones would never walk out of the school.

Sun, 30 Jul 2023 22:38:00 -0500 en text/html
Killexams : CUET-UG not based on CBSE syllabus, examines students of different boards on equal footing: Education Ministry

BJP MP Subhas Sarkar. | Photo Credit: PTI

The Common University Entrance Test (CUET)-UG is not based on CBSE syllabus but the general understanding of different class 12 subjects, the Ministry of Education said on August 2.

The test examines students of different boards on equal footing, Union Minister of State for Education Subhas Sarkar said in a written reply in the Rajya Sabha.

“CUET is being conducted for admission in central universities from the academic year 2022-23 to reduce the burden on students, universities and the entire education system.

“The syllabus is based on general understanding of subject at class 12 level and therefore the test examines the students of different boards at equal footing. CUET is not based on CBSE syllabus,” he said.

The Minister also denied there was any proposal to scrap any school board and recognise only one from which students can take class 12 exams before appearing for the CUET.

The CUET-UG is the second-largest entrance exam in the country in terms of the number of applicants. In its first edition, 12.5 lakh students had registered for the exam and 9.9 lakh had submitted their applications.

Over 11.11 lakh candidates had appeared for the second edition of the entrance exam, which was conducted in nine phases between May 21 and July 5.

Wed, 02 Aug 2023 00:25:00 -0500 en text/html
Killexams : CBSE not to reduce syllabus for students of classes 9-12 for academic year 2021-22 NEW DELHI: The Central Board of Secondary Education (CBSE) has decided not to reduce the syllabus for the students of classes 9 to 12 for academic year 2021-22, according to the new curriculum.

The CBSE had last year rationalised the syllabus by up to 30 per cent for classes 9 to 12 for academic year 2020-21 to reduce the course load of students amid the Covid-19 crisis.

The students who studied the reduced syllabus will appear in exams in May-June.


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According to the new syllabus released by the CBSE, the chapters and syllabus that were slashed in the last academic year have been restored in the official curriculum for the upcoming academic session, 2021-22.
"The board already announced last year that the rationalisation exercise was a one-time initiative as teaching and learning through online mediums or alternative methods was fairly new then," a CBSE official said.

Schools across the country were closed in March last year, ahead of a nationwide lockdown to curb the spread of the coronavirus. The teaching and learning activities majorly moved online during the lockdown. While a few states allowed a partial reopening of the schools in October, several states are again resorting to online classes in the new academic session amid a surge in the number of Covid-19 cases.

In its syllabus-rationalisation exercise, the board had dropped the chapters on democracy and diversity, demonetisation, nationalism, secularism, India's relations with its neighbours and growth of local governments in the country, among others.
The choice of the chapters dropped from the syllabus drew a backlash from opposition political parties and a section of academicians, who claimed that the move was "ideologically driven", while several school principals welcomed it as a relief to students.
Last year, the Council for the Indian School Certificate Examinations (CISCE) had also announced a reduction of up to 25 per cent in the syllabus for the classes 10 and 12 board exams in 2021, taking into account the learning disruption due to the closure of schools during the lockdown.
The CICSE is yet to announce its syllabus for the new academic session.
Sun, 13 Aug 2023 03:32:00 -0500 text/html
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