CSQA Study Group Guide 2009

8/11/2019 CSQA Study Group Guide 2009

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Last updated 1/30/09

CSQA & CSTE

EXAMINATIONS

STUDY GROUPGUIDELINES


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Copyright

Copyright QAI Global Institute 2009 All Rights Reserved

No part of this publication, or translations of it, may be reproduced, stored ina retrieval system, or transmitted, in any form or by any means, electronic,

mechanical, photocopying, recording, or any other media embodiments now

known or hereafter to become known, without the prior written permission of

the QAI Global Institute.


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Contents

WhyJoinaStudyGroup? .................... .................... ................... .................... .................... .................... ... .... 5

Some of the advantages of study groups are: .................. .................... .................... .................... .......... 5

TipsforFormingaSucce ssfulStudyGroup...... .................... ................... .................... .................... .............. 6

What if My Study Group Frustrates Me? ................. .................... .................... .................... ................... 6

TheBasicsofCommunication....................................................................................................................... 8

Steps in the Communication Process .....................................................................................................8

Communication in Networks and Groups ................. .................... .................... .................... ................ 8

Communication Guidelines.................. .................... .................... .................... ................... .................... 8

GroupDynamics............................................................................................................................................9

Group Cohesiveness ..............................................................................................................................10

Group Think...........................................................................................................................................10

Group Decision Making .................. .................... .................... .................... .................... ................... .... 11

Promoting the Effectiveness of Group and Team Decision Making: .................................................12

TheNatureofConflict.................................................................................................................................12

Se ttingUpaStudyGroup............................................................................................................................13

GroundRule sforaStudyGroup .................. ................... .................... ................... .................... ................. 14

PullingItAllTogether..................................................................................................................................14

Sugge ste dStudyGroupTimeline................................................................................................................16

Cove ring

the

CSQA

Mate rial ....................................................................................................................... 18

CSQA Week 1..........................................................................................................................................19

CSQA Week 2..........................................................................................................................................20

CSQA Week 3..........................................................................................................................................21

CSQA Week 4..........................................................................................................................................22

CSQA Week 5..........................................................................................................................................23

CSQA Week 6..........................................................................................................................................24

CSQA Week 7..........................................................................................................................................25

CSQA Week 8..........................................................................................................................................26

CSQA Week 9..........................................................................................................................................28

CSQA Week 10 .......................................................................................................................................30

CSQA Week 11 .......................................................................................................................................31

Cove ringtheCSTEMate rial ........................................................................................................................ 32


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CSTE Week 1 ..........................................................................................................................................33

CSTE Week 2 ..........................................................................................................................................34

CSTE Week 3 ..........................................................................................................................................35

CSTE Week 4 ..........................................................................................................................................36

CSTE Week 5 ..........................................................................................................................................38

CSTE Week 6 ..........................................................................................................................................40

CSTE Week 7 ..........................................................................................................................................42

CSTE Week 8 ..........................................................................................................................................44

CSTE Week 9 ..........................................................................................................................................45

CSTE Week 10 ........................................................................................................................................47

CSTE Week 11 ........................................................................................................................................49


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Congratulationsonyourde cisiontopursueyourQAICSTE&CSQACe rtification. Ifthe reareothe r

me mbe rsinyourChapte rwhoaretakingtheCe rtificationExamsyoumightwanttoformastudygroup.

Thismanualcontainsguide line sworthconside ringwhe ntryingtose tupandge tthemostoutofagroup

studying

situation

and

sugge ste d

time line s

spe cific

to

pre paring

for

the

CSTE

&

CSQA

Ce rtification

Exams.

Why

Join

a

Study

Group?

ThemajorityofCSTEs&CSQAsusedaformofstudygrouptopreparefortheirexaminations!

While in colle ge , most of us found that studying with othe r stude nts in a particular class was a use ful

addition to our colle ction of study te chnique s. Some trie d study groups in re sponse to the fe e ling of

be ingunabletomakeprogre ssalone .Othe rskne wthatthe yarebe tte rabletostayontaskwhe nthe y

we reworkinginagroup.Whate ve rthere asonfortryingastudygroupforthefirsttime ,moststude nts

e ve ntually re alize that pooling two or thre e diffe re nt vie wpoints yie lde d a be tte r unde rstanding of a

topic

in

a

shorte r

pe riod

of

time

than

studying

e ntire ly

inde pe nde ntly.

Inde e d,

No

one

is

smarte r

than

allofus.

Someoftheadvantagesofstudygroupsare:

Me e tothe rs

Makefrie nds

Le arnmore

Savetime

Workasate am

Expandyourthinking

Improve

your

le ade rship

Mixed bag of talent e ach pe rson in a group has some thing unique that the y bring to the table

(organization, discipline , me mory, an unde rstanding of mate rial). Along with your own pe rsonal

stre ngths,groupme mbe rscanfe e doffe achothe rtoformanide alstudyprofilee achpe rsoncanbe ne fit

from.

Supportive system Groups share common goals, in this case , profe ssional and le arning e xpe rie nce s.

Theworke achpe rsondoe scandire ctlyaffe cttheothe rgroupme mbe rs,whichmake sthegroupmore

supportiveofe achme mbe r.

Moreheadsbetterthanone Large proje cts can be comple te d quickly and e fficie ntly whe n the group

splitsuptocomple tetasksandsharingthe irre sultswithallgroupme mbe rs.

The primary be ne fit of studying with a group of pe e rs is the support you can re ce ive , particularly as

some one who has be e n out of the classroom se tting forsome time . Asyou worktoge the r, your group

may grow slightly large r or smalle r, but ove rall you can re ach a comfort le ve l that will allow group

me mbe rstohe lpe achothe rinare aswhe rethe yne e dsupport,suchasorganization,timemanage me nt,

studying,te sttaking,me morization,andunde rstandingthe ory.


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Tips

for

Forming

a

Successful

Study

Group

Groupstudyse ssionsshouldaugme ntindividualstudyingrathe rthansupplantingit.Allgroup

me mbe rsshouldagre etocometothegroupse ssionspre pare dwithspe cificque stionsabout

what

the y

could

not

de ciphe r

alone .

Avoid

the

pooling

of

ignorance

syndrome

that

is

common

ife ve ryonearrive sunpre pare d.

Individualpre parationalsode cre ase sthelike lihoodthatthegroupwillrunoutoftimebe fore

re achingthemoreinvolve dandsubtlepartsofthemate rialwhe remultiplepe rspe ctive sare

mostvaluable .

Groupstudyshouldstartthre etofourmonthspriortothee xaminationandbere lative ly

fre que nt notjustimmediatelypriortoexaminations.Aswithothe rsocialgroups,ittake stime

forme mbe rsofthegrouptoge ttoknowe achothe rsstre ngthsandwe akne sse s,andto

e stablishandre fineasyste mforworkingtoge the r.Onese ssionpe rwe e kisprobablya

re asonablestartingpoint.

Thesche dulefore achstudygroupshouldbefirmande stablishe de arly.Ifyouhavenotse tasidere gulartime sforthegroupitwillbeharde randharde rtofindcommontimeastime

progre sse s.Re gularlysche dule dtime sallowforsche dulingothe rcommitme ntsaroundthe

groupstudytime s.

Thesizeofstudygroupsvarie s,butinge ne ralshouldbere lative lysmall.Wesugge stfourtosix

stude nts. Asksomepe opleifthe ywanttome e tove rlunchorcoffe etodiscussformingastudy

group.Noonehastocommitatthispoint. Re me mbe r,ifyouareinagroupofthre eyoushould

bespe akingaboutathirdofthetimeonave rage .Inagroupofte n

Choosetheme mbe rsofyourgroupcare fully.Powe rstruggle s,pe ttyje alousie s,pe tpe e ve sand

thelikecande stroythee ffe ctive ne ssofagroup.Asonetutorputit,ithe lpstoknowthe

diffe re nce

be twe e n

a

study

partne r

and

a

frie nd.

Alltheme mbe rsofagroupne e dtobeACTIVELYinvolve dinthese ssions.Ifthisisnotthecase ,

theuninvolve dpe rsoniswastingtimeandtheothe rsarelosingthebe ne fitofthatpe rsons

pe rspe ctiveonthemate rial.

Structurethegroupstimeinsuchawaythatitiscle artoe ve ryonewhe nthegroupistobe

focuse donstudyandwhe nitisappropriatetosocialize .Efficie ncyande ffe ctive ne ssintheuse

ofgroupstudytimeisjustasimportantasitiswithpe rsonalstudytime .

WhatifMyStudyGroupFrustratesMe?

Participating

in

study

groups

can

be

both

e xhilarating

and

frustrating

be cause

of

diffe re nce s

in

le arning

andcommunicationstyle s.Somestude ntsmayne e dquie t.Somestude ntsmayne e dtosoundoutthe ir

ide aswithothe rs.Othe rsmaybemorecomfortableliste ningandoffe ringoccasionalsugge stions.

Itshe lpfultore cognizethate ve ryonebringsvaluetoagroupandtobeawareofmakingassumptionsor

judgme nts.Whatyoumayinitiallype rce ivetobesome one swe akne sscouldactuallybeastre ngth,

be causethebe stgroupsarethosewiththemostdive rsityamongthe irparticipants.Eve ryoneposse sse s

diffe re nt:


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Organizationalskills

Knowle dgebase

Que stionaskingability

Note

taking

ability

Pe rsonalattribute s(age ,ge nde r,appe arance ,e thnicity)

Culturalpe rspe ctive

Pe rsonale xpe rie nceandbackground

Pointsofvie w

Lifeandschoole xpe rie nce

Classparticipationle ve landstyle

Pre parationthoroughne ss

Ve rbalandwritte nskills

Trytobeinastudygroupwithpe oplewhohavediffe re ntstre ngthsfromyours.Beacce ptingof

diffe re ntstudying/le arningapproache s.Some time sthemostcomfortable groupsaretheone sthat

dontmoveforward.

Itise quallyimportanttounde rstandhowgroupsform,thenormalstage sthatne arlyallgroupsprogre ss

throughandhowtobothcommunicateandhandleconflictwithinyourgroup.Unde rstandinggroup

dynamicswillassistyouinformingbothprofe ssionalandpe rsonalre lationships.

Research

Ouranalysisofsmallgrouple arningproce dure ssugge ststhatgre ate rtimespe ntworkingingroups

le ads

to

more

favorable

attitude s

among

stude nts

in

ge ne ral

and

that

e ve n

minimal

group

work

can

havepositivee ffe ctsonstude ntachie ve me nt.Springe r,L.,Stanne ,M.E.,Donovan,S.S.,Effe ctsof

SmallGroupLe arningonUnde rgraduate sinScie nce ,Mathe matics,Engine e ring,andTe chnology:A

Me taAnalysis,Re vie wofEducationalRe se arch,Spring1999,Vol69,No.1,pp.2151.


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The

Basics

of

Communication

Communication

is

the

process

of

transmitting

information

from

one

person

to

another.

Effectivecommunicationistheprocessofsendingamessagesothatthemessagereceivedisas

closeinmeaningaspossibletothemessageintended. Thisdoesnotalwayshappen

automatically!

StepsintheCommunicationProcess

De cidingtotransmitafact,ide a,opinion,orothe rinformationtothere ce ive r.

Encodingtheme aningintoaformappropriatetothesituation.

Transmittingthroughtheappropriatechanne lorme dium.

De codingtheme ssagebackintoaformthathasme aningtothere ce ive r.

Fe e dbackthere ce ive rbe come sthese nde randthese nde rbe come sthere ce ive r. Thisisre quire d

tove rifyme aningandcomple tethee ffe ctivecommunicationproce ss

Communication

in

Networks

and

Groups

Communicationne tworkthepatte rnthroughwhichtheme mbe rsofagrouporte am

communicate .

Re se archsugge sts:Whe nthegroupstaskissimpleandroutine ,ce ntralize dne tworkspe rform

withthegre ate ste fficie ncyandaccuracy.

Whe n

the

groups

task

is

comple x

and

non

routine ,

de ce ntralize d

ne tworks

with

ope n

communicationsthatfoste rinte ractionande xchangeofre le vantinformationte ndtobemost

e ffe ctive .

CommunicationGuidelines

Communication is absolute ly ne ce ssary in orde r for any study group to function. If your group follows

theguide line sliste dbe low,thegroupwillfunctionmoree ffe ctive lyandmoretaskswillbeaccomplishe d

inle sstime .

Le arne achothe r'sname s,e ve nnickname s.

Only ONE pe rson should spe ak atatime . Each pe rsonshouldalso be allowe d tocomple te hisor

he rstate me ntbe foreothe rsbe gintomakecomme nts.

Be active liste ne rs. An active liste ne r is one who liste ns for the comple te comme nt and asks for

clarification ifne e de d. Active liste ne rs also try to make conne ctions be twe e n comme nts and

spe ake rs.Activeliste ningissome time sHARDWORK.

Eve ryoneshouldaddsome thingtothediscussion. Thesome thingdoe snotalwayshavetobean

answe r. Itmightbeaque stion,ane xample ,aconne ctiontoare alworldactivity.


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Criticismshouldalwaysbeconstructive. Namecalling,insults,andsome time sjoke shavenoplace

in a study group. The se be haviors may re sult in hurt fe e lings. The worst case sce nario is that a

pe rsonmaychoosetofore goatte ndingthestudygroup. Inthee nd,thegroupbe come sthelose r.

Maintainapositiveattitude . Re me mbe rthatyouareallparticipatinginthele arningproce ss. The

phrase s "I'll ne ve r ge t it", "We 're a dumb group", "The re 's no hope "SHOULDBE "We can figurethisouttoge the r","We 'rerathe rcle ve rasagroup."

Finally,de ve lopalistofthename s,e mails,andphonenumbe rsofallgroupme mbe rs. Exchange

the list and use it as ne e de d. Try not to use it as a napkin at your favorite fast food re staurant.

Onedayyoumayre allyne e dtheinformationinahurry.

Group

Dynamics

A group can be defined as several individuals who

cometogethertoaccomplishaparticulartaskorgoal.

Group dynamics refers to the attitudinal and

behavioralcharacteristicsofagroup.Groupdynamics

concern how groups form, their structure and

process,andhowtheyfunction.

Group dynamics as re late d to de ve lopme nt conce rns not

only why groups form but also how. The most common

frame work for e xamining the "how" of group formation

wasde ve lope dbyBruceTuckmaninthe1960s.Ine sse nce ,

the ste ps in group formation imply that groups do not

usually

pe rform

at

maximum

e ffe ctive ne ss

whe n

the y

are

first e stablishe d. The y e ncounte r se ve ral stage s of

de ve lopme nt as the y strive to be come productive and

e ffe ctive . Most groups e xpe rie nce the same

de ve lopme ntal stage s with similar conflicts and

re solutions.

According to Tuckman's the ory, the re are five stage s of

group de ve lopme nt: forming, storming, norming,

pe rforming, and adjourning. During the se stage s group

me mbe rsmustaddre ssse ve ralissue sandthewayinwhich

the se issue s are re solve d de te rmine s whe the r the group

will

succe e d

in

accomplishing

its

tasks.

Formingincludes:

Atte mptingtode finethetaskandhowthetaskwill

beaccomplishe d

Abstractdiscussionsoftaskre late dconce pts/issue s,frustrate ssomeme mbe rs

Stormingincludes:


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De fe nsive ne ss,compe tition,andfactions

Arguingamongme mbe rs,e ve nwhe nthe yagre e

Normingincludes:

Establishing

and

maintaining

te am

ground

rule s

Morefrie ndline ssandconfidinginoneanothe r

Performingincludes:

Abilityofthegroup/te amtopre ve ntorworkthroughproble ms

Closeattachme nttothete am

Group

Cohesiveness

CohesivenessTheextenttowhichmembersareloyalandcommittedtothegroup;thedegreeof

mutual

attractiveness

within

the

group.

Factorsincreasingcohesiveness

Inte rgroupcompe tition

Pe rsonalattraction

Favorablee valuation

Agre e me ntongoals

Inte raction

Factorsreducingcohesiveness

Groupsize

Disagre e me ntongoals

Intragroupcompe tition

Domination

Unple asante xpe rie nce s

Group

Think Asituationthatoccurswhe nagrouporte amsde sireforconse nsusandcohe sive ne ssove rwhe lmsitsde siretore achthebe stpossiblede cision.


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Group

Decision

Making

Advantages

Moreinformation&knowle dgeareavailable

Morealte rnative sarelike lytobege ne rate d

More

acce ptance

of

the

final

de cision

is

like ly Enhance dcommunicationofthede cisionmay

re sult

Be tte rde cisions

Disadvantages

Theproce sstake slonge r,soitismore

costly

Compromise

de cisions

due

to

inde cisive ne ssmaye me rge

Onepe rsonmaydominatethegroup

Groupthinkmayoccur


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PromotingtheEffectivenessofGroupandTeamDecisionMaking:

Beawareoftheprosandconsofhavingagrouporte ammakeade cision.

Se tde adline sforwhe nde cisionsmustbemade .

Avoid

proble ms

with

dominance

by

managing

group

me mbe rship.

Havee achgroupme mbe rindividuallyandcriticallye valuateallalte rnative s.

Asale ade r,donotmakeyourpositionknowntooe arly.

Appointagroupme mbe rtobeade vilsadvocate .

Source :Gre goryMoorhe ad,Group&OrganizationsStudies(Vol.7,No.4),pp.429444.Copyright

1982bySagePublications,Inc. Re printe dbype rmissionofSagePublications,Inc.

The

Nature

of

Conflict

There

is

an

optimal

level

of

conflict

in

an

organization:

Toolittleconflictandtheorganizationbe come scomplace ntandapathe tic,andlacksinnovation

andunde rpe rforms.

Toomuchconflictcre ate sadysfunctionalorganizationwhe rehostilityandnoncoope ration

dominate ,andtheorganizationsuffe rsfromlowpe rformance .

Amode ratele ve lofconflictinanorganizationfoste rsmotivation,cre ativity,innovation,and

initiativeandcanraisepe rformance .


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Setting

Up

a

Study

Group

Step

One

Recruiting

Members

Che ckwithyourChapte rtoge talistofindividualswithinyourare awhohavesigne duptotakethe

ce rtificatione xams.Inaddition,youcancontactQAIandre que stthatpe rsonsapplyingforce rtification

e xamsinyourare abecontacte dandinforme dofyourinte ntionstoformastudygroup.Whe nyouform

agroup,bece rtainthatallme mbe rshavee nrolle dforthesamee xamination.

Your group should numbe rnomorethansix stude nts. Re me mbe r that you will ne e d to find mutually

agre e dupontime sforme e tingasagroup. Itisdifficulte noughtoge tfourorfivepe opletoagre eona

dayandtime . Canyouimagineagroupofte n????

StepTwoTheFirstMeeting

Agre euponandse twritte ne xpe ctationsandgroundrule s(emailthe mtoe achothe r)including:

De cidehowofte nyouwillne e dtome e t,howlongtheme e tingswilllast,andwhe rethe y willbe

he ld. Thefre que ncyofyourme e tingswillbe stbede te rmine dbytheamountoftimebe forethe

sche dule de xam.

Discuss the le ade rship of your group. Will one pe rson assume the le ade rship? Will your group

alte rnate le ade rs? An e xample of rotating le ade rship is whe n e ach we e k a diffe re nt pe rson is

se le cte dtoguidethediscussion.Itisthe ir jobtoke e pthegroupontask.Thispe rsondoe snotdo

theworkforthegroup,butse rve sasthefacilitator.

Assignindividualrole sandre sponsibilitie s(notetake r,facilitator,e tc.)

Includespe cificssuchascomingtotheme e tingsontime ,be ingpre pare d,andsocializing.

Cre ate

a

time line

Sharecontactinformation

Agre euponanddivideuptaskse qually

Knowandre spe cte achothe rstimecommitme nts

Discussrule sconce rningsharing:Whatmate rialswillyousharewithgroupme mbe rs?

Discuss rule s of conduct: For a study group to be most e ffe ctive it must work toge the r. Each

groupme mbe rmustdohisorhe rshare . Stude ntswhohabituallycometothegroupunpre pare d

orunde rpre pare dshouldbedroppe dfromthegroup.

StepThreeStudyGroupMeetings

Practice

te aching

e ach

othe r.

Turn

the

mate rial

you

are

studying

into

a

list

of

topics.

The n

assign

spe cifictopicsfore achpe rsontote achthegroup.

Re vie wte xt,handouts,note s,vocabularycards,e tc.

Makeupyourownque stionsandhavethegroupanswe rthe m.

You also want to e ncourage participation in the group. The group will not function we ll if some

me mbe rsne ve rge ttospe akwithe ithe rcomme ntsorque stions. Itise asyforsomeme mbe rsto

ge tlostinabiggroup.


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Le aveatle ast5to10minute satthee ndofe achse ssionforbrainstormingpossiblete stque stions.

At the ne xt me e ting, go ove r the se que stions and brainstorm solutions and answe rs to the

que stionstoge the r.Figureoutwhe reinyournote s,handouts,andbooksthattheanswe rscanbe

found. Ide ntify some one to se rve as the group's se cre tary that we e k and write down the

que stions

along

with

a

list

of

place s

to

find

the

answe rs

to

the

possible

que stions.

Photocopy

thelistforallme mbe rsofthegroup.

Ende achme e tingwithassignme ntsfore achme mbe rforthecomingwe e k.

ENJOYYOURGROUP. STUDYGROUPSCANBECOMEREALLEARNINGCOMMUNITIESFORALLPARTICIPANTS.

Ground

Rules

for

a

Study

Group

In orde r to have your study group function e ffe ctive ly and e fficie ntly, you may ne e d to se t up some

ground rule s. All me mbe rsne e d toagre e to the rule s. Thefollowing list of rule s can se rveas a guide

for

your

group.

SuggestedGroundRules

Bepromptfore achse ssion.

Cometothestudygrouppre pare dtowork.

De ve lop an age nda with the goals for e ach me e ting. Example : Cove r study que stions for

se ctions5and6.

Stayontask. Don'tallowre vie wsoflastnight'sTVspe cial.Don'tspe ndlotsoftimediscussing

fashion,sports,vide ogame s,e tc.

Se tatimeandke e ptrackofthetime . Ase ssionof2to3hoursusuallyworksbe st.

De te rmine

a

me e ting

place

which

is

fre e

from

distractions.

If you opt for a long se ssion, be sure to take planne d bre aks. Musclestre tching not only he lps

thebodybutalsothemind!

Se t the date , time , and goals for the ne xt se ssionBEFORE the e nd of the curre nt se ssion. This

planningwillhe lptoinsureanactiveandproductivegroup.

Pulling

It

All

Together

WEHAVEFORMEDASTUDYGROUP. NOWWHATDOWEDO? HOWDOWESTUDYASAGROUP?

HOWDOWEMAKEITWORK?

The re

are

se ve ral

strate gie s

which

study

groups

can

use .

The

group

can

use

only

one

strate gy

or

a

combinationofstrate gie s. Groupme mbe rswillfindwhatworksbe stforthe irgroup.

StrategyOne

UsetheCommonBodyofKnowle dge(studyguide ). Dividethemate rialupinmanage ablese ctionstobe

cove re d e ach we e k. Some groups pre fe r that all me mbe rs cove r all of the se ctions. The group the n

me e ts to re vie w the re sponse s. Othe r groups like to divide the work among the me mbe rs; e ach


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me mbe rmust be willing to comple te the assigne d task. Othe rwise , the study group conce pt doe s not

workbe causeonlyoneortwome mbe rsarecommitte dtogroupwork.

StrategyTwo

Whe n

the

going

ge ts

tough,

the

tough

ge t

going!

Think

of

your

group

as

the

tough

one s.

Two

me mbe rs

may find some mate rial ve ry difficult while the othe rs unde rstand it. Ne xt time , the opposite situation

may occur. In a study group the "te ache rs" fre que ntly change . This is a GOOD be cause you want to

le arn from e ach othe r. It is he lpful to de cide in advance which are the re ally tough conce pts. Each

me mbe risthe nbe tte rpre pare dtocometothegroupwithque stionsore xample s/e xplanationstohe lp

e ve ryoneunde rstandthemate rial.

StrategyThree

De ve lop the art of que stioning and quiz e ach othe r on the mate rial. Re me mbe r that te st que stions do

not always e nd with que stion marks. The re may be such que stions as multiple choice , ide ntification of

te rms,true /false ,listing,andlabe lingofdiagramsorpicture s.

Te st que stions are also at different levels. Some que stions me re ly re quire that you me morize

accurate ly. For e xample , you may ne e d to provide the de finition of te rms; this task re quire s you to

me morize the spe cific de finition for the discipline . Othe r que stions re quire highe r le ve ls of thinking.

Group me mbe rs should bring a se t numbe r of que stions to the se ssion (re me mbe r group, not

individual,e ffort)andallme mbe rscantaketurnsinsubmittingthe irse ttothee ntiregroup.

Ifthede ve lopme ntofte stque stionsse e msdifficult,visittheQAIWe bsitehttp://www.qaiworldwide .org

foralistofFe de rate dChapte rs. SomeChapte rslistre source sonlineincludingsamplestudyque stions.

QAIalsooffe rsre source stoaidindividualspre paringforce rtificatione xams. Visitouronlinebookstore

(http://www.qaiworldwide .org/bookstore /inde x.html)

StrategyFour

Mostpe oplee njoyplayinggame s. Ane asytode ve lopye tfungameisaJe opardystylegameinyour

subje ctare a. Thisstrate gyisgre atforre vie wbe forete sts. Thegamemove squicklyandisan

inte re stingwaytote sttheunde rstandingofconce pts.

Toe qualizetheorganizingtasksforthegame ,achapte rorportionsofachapte rcane asilybeassigne d

toindividualgroupme mbe rs. Thegame"inve ntor"be come sthee mce ewhileothe rgroupme mbe rsare

theplaye rs. Inthisway,e ve ryonege tsachancetoplayande arnpoints. Pe rhapsthewinne rge tsacup

ofcoffe eorcandybardonate dbytheothe rte amme mbe rs. Becre ativeande njoy.


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QAI Chapter Network

Suggested

Study

Group

Timeline

Thefollowinge xce rptwastake nfromtheSe attleAre aSoftwareQualityAssuranceGroup(SASQAG)

we bsite .

It

is

an

e xce lle nt

mode l

for

conducting

a

study

group,

once

the

initial

planning

has

be e n

comple te d.

Here'showthestudygroupgenerallyworks

1) Re giste rtotakethee xamwithQAI. Se ewww.software ce rtifications.orgforde tails.

Youwillne e dyourstudyguidewithyouforthestudygroup.Astudyguideisane ce ssary

partofthestudygroup. Ifyoudonothaveoneye t,itmaybene ce ssarytolinkupwith

anothe rparticipanttomakecopie sofanypartsyouge tassigne d.

2) Atte ndtheinitialstudygroupme e ting/orie ntation. Thegrouple ade rge ne rallyfacilitate sthe

firstme e ting. Itshouldtakeabout2hours. Thefollowingshouldbeaccomplishe d:

Se tthesche duleoffutureme e tingtime sforthegroup

De cidewhoshallbethegroupcoordinator/maincontact

Pe rformawalkthroughofthestudyguide shighlightingwhatare asaremorecriticaltocove r

&somere comme ndationsonhowthegroupcanbre akdownthework.

Orie ntationAge nda:

1)

Introductions:

Name ,

Company,

Which

Exam

you

are

taking,

and

a

little

bit

about

yourse lf.

2) De cidewhe the rtwogroupsareforming(oneCSQA,oneCSTE)ortoke e pitasonegroup.

3) De cideonwhowillbeyourgroup'smainpointofcontact/coordinator:

Putaphone /e maillisttoge the r

Participantswouldcallifcan'tmakeame e ting

Ge tsthegroup'sme e tinggoing,time ke e pe r,e tc.

4) Pe rformthewalkthroughofthestudyguide s(thiswilltakemostoftheme e ting)

Ide ntifyse ctionsgoodforindividualassignme nt&pre se ntationtothegroup

Ide ntifyse ctionsgoodforgroupassignme nt&discussion

Ide ntifycriticalse ctionsvs.noncriticalse ctions

Makepossibleassignme nts(thoughcanbedoneatthefirstme e tingalso)


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QAI Chapter Network

5) Se tthefuturesche dule&me e tinglocationforthegroup

Re comme ndSaturdaymorningse ssions:3hourse a c h

Re comme ndalocallibraryse tting

The

group

can

make

the

de cision

base d

on

the

le ve l

of

commitme nt

6) Adjourn

Ne xtme e tingrunbythegroup'scoordinator.


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18

QAI Chapter Network

Covering

the

CSQA

Material

To

be tte r

pre pare

for

the

Ce rtification

e xam,

QAI

sugge sts

that

study

groups

assign

a

pe rson

(or

pe rsons)

toe achofthefollowingtasks:

1. Pre parease rie sofe le ctronicflashcardstohe lpme morizeprinciple s,conce ptsandvocabulary

pre se nte dintheSkillCate gory. AMicrosoftPowe rPointFlashcardcanbeuse dtohe lpwith

thistask.

2. UseanInte rne tse arche nginetolocatesite sthatdiscussthemainprinciple sandconce pts

pre se nte dintheSkillCate gory.

3. OutlinetheCBOKSkillCate goryincorporatingite msfromtheSe lfAsse ssme ntintothere vie w

outline .

4. Ge ne rate

a

se rie s

of

10

multiple

choice

que stions

base d

on

the

mate rial

in

the

CBOK

SkillCate gorybe ingstudie d.

5. Locateabookthatfocuse sononeoftheke yprinciple sorconce ptsbe ingstudie dandprovidea

bookre porttothegroup

The seassignme ntscanberotate dtodiffe re ntindividuals/groupsfore achSkillCate gorysothat

e ve ryoneinthegrouphasanopportunitytole arnallthetasks.


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QAI Chapter Network

CSQAWeek1

o Re adpage s11through113

o Listthevocabularywordsandconce ptsthatarene wtoyouordiffe re ntfromyourcurre nt

unde rstanding.

o Re vie wthefollowingskillde scriptions.Base donyourunde rstandingoftheskill,asse ssyour

compe te ncyintheskillandplaceache ckintheappropriatecolumn.Re vie wthoseare asto

moveanyNone orSome che ckmarkstotheYe sblock.

SkillCategory1QualityPrinciplesandConcepts CompetencyRating

Skill# SkillDescription Full Some None

1.1

VocabularyofQuality

Understandthevocabularyofquality

1.2

TheDifferentViewsofQuality

Thetwoqualitygaps

1.3 Qualityattributesforaninformationsystem

1.4

QualityConceptsandPractices

PDCACycle

1.5

Cost

of

quality

1.6 Sixsigmaquality

1.7 Baseliningandbenchmarking

1.8 E arnedvalue

1.9

QualityControlandQualityAssurance

Understandqualitycontrolandqualityassurance

1.10 UnderstandingandusingtheJustinTime(JIT)Technique

1.11 DifferentiatingbetweenQualityControlandQualityAssurance

1.12

QualityPioneersApproachtoQuality

IncludesDr.W.E dwardsDeming,PhilipCrosby,andDr.Joseph

Juran

1.13 TotalQualityManagement


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CSQA

Week

2

o Re adpage s113 through130


unde rstanding.

o Re vie wtheskillde scriptionsfromWe e k1.Base donyourunde rstandingoftheskill,asse ssyour




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QAI Chapter Network

CSQAWeek3

o Re adSkillCate gory2

o List

the

vocabulary

words

and

conce pts

that

are

ne w

to

you

or

diffe re nt

from

your

curre nt

unde rstanding.




SkillCategory2 QualityLeadership CompetencyRating


2.14

Leadership

Concepts

E xecutiveandmiddlemanagementcommitment

2.15 QualityChampion

2.16 NewBehaviorsforManagement traditionalmanagement

versusqualitymanagement,leadership,theimportanceof

establishingmentoringrelationships,andestablishingtrust

2.17 E mpowermentofemployees

2.18

QualityManagementInfrastructure

Qualitycouncil

2.19 Managementcommittees

2.20 Teamsandworkgroups

2.21 Processimprovementteams

2.22

QualityEnvironment

Thesixattributesofaneffectivequalityenvironment

2.23 Settingthepropertoneatthetop

2.24 Codeofethicsandconduct

2.25

Open

communication

2.26 Implementingamission,avision,goals,valuesandaquality

policy

2.27 Monitoringcompliancetoorganiz ationalpoliciesand

procedures

2.28 E nforcementoforganiz ationalpoliciesandprocedures


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QAI Chapter Network

CSQA

Week

4


o List

the

vocabulary

words

and

conce pts

that

are

ne w

to

you

or

diffe re nt

from

your

curre nt

unde rstanding.




SkillCategory3 QualityBaselines CompetencyRating


3.29

QualityBaselineConcepts

Baselinesdefined

3.30 Typesofbaselines

3.31 Conductingbaselinestudies

3.32

MethodsUsedforEstablishingBaselines

Customersurveys

3.33 Benchmarkingtoestablishabaselinegoal

3.34 Assessmentsagainstmanagementestablishedcriteria

3.35 Assessmentsagainstindustrymodels

3.36

ModelandAssessmentFundamentals

Purposeofamodel

3.37 Typesofmodels(stagedandcontinuous)

3.38 Modelselectionprocess

3.39 Usingmodelsforassessmentandbaselines

3.40

IndustryQualityModels

SoftwareE ngineeringInstituteCapabilityMaturityModel/CMMI

3.41 MalcolmBaldrigeNationalQualityAward

3.42 ISO9001:2000

3.43 ISO/IE C12207

3.44 ISO/IE CTR15504

3.45 Postimplementationaudits


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QAI Chapter Network

CSQAWeek5


o List

the

vocabulary

words

and

conce pts

that

are

ne w

to

you

or

diffe re nt

from

your

curre nt

unde rstanding.




SkillCategory4 QualityAssurance CompetencyRating


4.46

EstablishingaFunctiontoPromoteandManageQuality

Thechallengesofimplementingaqualityfunction

4.47 Howthequalityfunctionmaturesovertime

4.48 Supportincorporatequalitymanagementenvironment

4.49 ImplementinganITqualityfunction

4.50

QualityTools

Managementtools

4.51

Statistical

tools

4.52 Presentationtools

4.53

ProcessDeployment

Gettingbuyinforchangethroughmarketing

4.54 Theformulaforeffectivebehaviorchange

4.55 Thedeploymentprocess

4.56 Criticalsuccessfactorsfordeployment

4.57

InternalAuditingandQualityAssurance

Typesofinternalaudits

4.58 Differencesinresponsibilities


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QAI Chapter Network

CSQA

Week

6



unde rstanding.




SkillCategory5 QualityPlanning CompetencyRating


5.59

Planning

Concepts

Themanagementcycle

5.60 Theplanningcycle

5.61

IntegratingBusinessandQualityPlanning

Thefallacyofhavingtwoseparateplanningprocesses

5.62 PlanningshouldbeasingleITactivity

5.63

Prerequisites

to

Quality

Planning

5.64

ThePlanningProcess

Planningprocessoverview

5.65 Thesixbasicplanningquestions

5.66 Thecommonactivitiesintheplanningprocess

5.67

PlanningtoMatureITWorkProcesses

QAImodelandapproachtomatureITworkprocesses

5.68 Howtoplanthesequenceforimplementingprocessmaturity


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QAI Chapter Network

CSQAWeek7



unde rstanding.




SkillCategory6 Define,Build,ImplementandImproveWork

Processes

CompetencyRating


6.69

ProcessManagementConcepts

Definitionofaprocess

6.70 Whyprocessesareneeded

6.71 Processworkbenchandcomponents

6.72 Processcategories

6.73 Theprocessmaturitycontinuum

6.74 Howprocessesaremanaged

6.75 Processtemplate

6.76

ProcessManagementProcesses

Planning

processes:

Processinventory

6.77 Processmapping

6.78 Processplanning

6.79

Doprocesses:

Processdefinition

6.80

Checkprocesses:

Identifycontrolpoints

6.81

Process

measurement

6.82 Testing

6.83

Actprocesses:

Processimprovementteams

6.84 Processimprovementprocess


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CSQA

Week

8



unde rstanding.




SkillCategory7 QualityControlPractices CompetencyRating


7.85

Testing

Concepts

Thetestersworkbench

7.86 Teststages

7.87 Independenttesting

7.88 Staticversusdynamictesting

7.89 Verificationversusvalidation

7.90 Stressversusvolumeversusperformance

7.91 Testobjectives

7.92 Reviewsandinspections

7.93

DevelopingTestingMethodologies

Acquireandstudytheteststrategy

7.94 Determinethetypeofdevelopmentproject

7.95 Determinethetypeofsoftwaresystem

7.96 Determinetheprojectscope

7.97 Identifythetacticalrisks

7.98 Determinewhentestingshouldoccur

SkillCategory7 QualityControlPractices CompetencyRating


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QAI Chapter Network


7.99

Build

the

system

test

plan

7.100 Buildtheunittestplans

7.101

VerificationandValidationMethods

Managementofverificationandvalidation

7.102 Verificationtechniques

7.103 Validationtechniques

7.104 Structuralandfunctionaltesting

7.105

SoftwareChangeControl

Softwareconfigurationmanagement

7.106 Changecontrolprocedures

7.107

DefectManagement

Defectmanagementprocess

7.108 Defectreporting

7.109 Severityversuspriority

7.110 Usingdefectsforprocessimprovement


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CSQAWeek9



unde rstanding.




SkillCategory8 MetricsandMeasurement CompetencyRating


8.111

Measurement

Concepts

Standardunitsofmeasure

8.112 Metrics

8.113 Objectiveandsubjectivemeasurement

8.114 Typesofmeasurementdata

8.115 Measuresofcentraltendency

8.116 Attributesofgoodmeasurement

8.117 UsingquantitativedatatomanageanITfunction

8.118 Keyindicators

8.119

MeasurementinSoftware

Productmeasurement

8.120 Processmeasurement

8.121

VariationandProcessCapability

Themeasurementprogram

8.122 Installingthemeasurementprogram

8.123 Commonandspecialcausesofvariation

SkillCategory8 MetricsandMeasurement CompetencyRating


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QAI Chapter Network


8.124

Variation

and

process

improvement

8.125 Processcapability

8.126

RiskManagement

Definingrisk

8.127 Characteriz ingrisk

8.128 Managingrisk

8.129 Softwareriskmanagement

8.130 Risksofintegratingnewtechnology

8.131

ImplementingaMeasurementProgram

Theneedformeasurement

8.132 Prerequisites


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CSQA

Week

10



unde rstanding.




SkillCategory9 InternalControlandSecurity CompetencyRating


9.133

Principles

and

Concepts

of

Internal

Control

Internalcontrolandsecurityvocabularyandconcepts

9.134 Preventive,detective,andcorrectivecontrols

9.135

RiskandInternalControlModels

COSOenterpriseriskmanagement(ERM)model

9.136 COSOinternalcontrolframeworkmodel

9.137

CobiT

model

9.138

BuildingInternalControls

Performriskassessment

9.139

BuildingAdequateSecurity

Wherevulnerabilitiesinsecurityoccur

9.140 E stablishingasecuritybaseline

9.141 Securityawarenesstraining

9.142 Securitypractices


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QAI Chapter Network

CSQAWeek11



unde rstanding.




SkillCategory10 Outsourcing,COTS,andContractingQuality CompetencyRating


10.143

QualityandOutsideSoftware

PurchasedCOTSsoftware

10.144 Outsourcedsoftware

10.145

SelectingCOTSSoftware

Assurecompletenessofneedsrequirements

10.146 Definecriticalsuccessfactor

10.147 Determinecompatibilitywithhardware,operatingsystem,and

otherCOTSsoftware

10.148 AssuretheSoftwarecanbeIntegratedintoYourBusiness

SystemWorkFlow

10.149 DemonstratetheSoftwareinOperation

10.150 E valuatePeopleFit

10.151 AcceptanceTesttheSoftwareProcess

10.152

SelectingSoftwareDevelopedbyOutsideOrganizations

Contractinglifecycle

10.153 Developingselectioncriteria

10.154

ContractingforSoftwareDevelopedbyOutsideOrganizations

Contractnegotiations

10.155

OperatingforSoftwareDevelopedbyOutsideOrganizations

Acceptancetesting


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QAI Chapter Network

Covering

the

CSTE

Material

Tobe tte rpre parefortheCe rtificatione xam,QAIsugge ststhatstudygroupsassignape rson(orpe rsons)

toe achofthefollowingtasks:

1. Pre parease rie sofe le ctronicflashcardstohe lpme morizeprinciple s,conce ptsand

vocabularypre se nte dintheSkillCate gory. AMSPowe rPointFlashcardte mplatehasbe e n

provide dtohe lpwiththistask.

2. UseanInte rne tse arche nginetolocatesite sthatdiscussthemainprinciple sandconce pts

pre se nte dintheSkillcate gory.

3. OutlinetheCBOKSkillCate goryincorporatingite msfromtheSe lfAsse ssme ntintothe

re vie woutline .

4. Ge ne ratease rie sof10multiplechoiceque stionsbase donthemate rialintheCBOKSkill

Cate gorybe ingstudie d.

5. Locateabookthatfocuse sononeoftheke yprinciple sorconce ptsbe ingstudie dand

provideabookre porttothegroup

The seassignme ntscanberotate dtodiffe re ntindividuals/groupsfore achSkillCate gorysothat

e ve ryoneinthegrouphasanopportunitytole arnallthetasks.


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QAI Chapter Network

CSTEWeek1

o Readpages11through1

o Listthevocabularywordsandconceptsthatarenewtoyouordifferentfromyourcurrentunderstanding.

o Review

the

following

skill

descriptions.

Based

on

your

understanding

of

the

skill,

assess

your

competency

intheskillandplaceacheckintheappropriatecolumn.ReviewthoseareastomoveanyNoneorSome

checkmarkstotheYesblock.

SkillCategory1QualityPrinciplesandConcepts Competency

Rating


1.001 Vocabulary

QualityAssuranceversusQualityControl

1.002

The

Cost

of

Quality

1.003 SoftwareQualityFactors

1.004 HowQualityisDefined

1.005 WhyDoWeTestSoftware?

DevelopersarenotGoodTesters

1.006 WhatisaDefect?

1.007

What

is

Quality

Software?

1.008 WhyDoesaDevelopmentProcessProduceDefects?

1.009 ReducingtheFrequencyofDefectsinSoftwareDevelopment

1.010 TheMultipleRolesoftheSoftwareTester

PeopleRelationships

1.011 ScopeofTesting

1.012

When

Should

Testing

Occur?

CompetencyRatingTotals(totaleach ineachcolumn):


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QAI Chapter Network

CSTE

Week

2

o Readpages1 through1


o Review

the

following

skill

descriptions.

Based

on

your

understanding

of

the

skill,

assess

your

competency



SkillCategory1QualityPrinciplesandConcepts Competency

Rating


1.013 HowtheTestPlanShouldbeDeveloped

1.014 TestingConstraints

1.015

Life

Cycle

Testing

1.016 TestMatrices

CascadingTestMatrices

1.017 IndependentTesting

1.018 TestersWorkbenchWhatisaProcess?

1.019 LevelsofTestingTheVConceptofTesting

1.020

Testing

Techniques

Structural

versus

Functional

Technique

Categories

1.021 VerificationversusValidation

1.022 StatusversusDynamicTesting

1.023 ExamplesofSpecificTestingTechniques

1.024 CombiningSpecificTestingTechniques



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QAI Chapter Network

CSTEWeek3

o ReadSkillCategory2


o Review

the

following

skill

descriptions.

Based

on

your

understanding

of

the

skill,

assess

your

competency



SkillCategory2QualityLeadership Competency

Rating


2.025 ManagementSupport

ManagementTone

2.026

Integrity

and

E thical

Values

2.027 CommitmenttoCompetence

2.028 ManagementsPhilosophyandOperatingStyle

2.029 Organiz ationalStructure

2.030 TestWorkProcesses

TheImportanceofWorkProcesses

2.031

Responsibility

for

Building

Work

Processes

2.032 DevelopingWorkProcesses

2.033 TestersWorkbench

2.034 AnalysisandImprovementoftheTestProcess

2.035 TestTools

ToolDevelopmentandAcquisition

2.036

Tool

Usage

2.037 TestersCompetency



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QAI Chapter Network

CSTE

Week

4



o Review

the

following

skill

descriptions.

Based

on

your

understanding

of

the

skill,

assess

your

competency



SkillCategory3QualityBaselines Competency

Rating


3.038 TestAdministration

TestPlanning

3.039

Customiz ation

of

the

Test

Process

3.040 Budgeting

3.041 Scheduling

3.042 Staffing

3.043 TestSupervision

CommunicationSkills

3.044

Negotiation

and

Complaint

Resolution

Skills

3.045 Judgment

3.046 ProvidingConstructiveCriticism

3.047 ProjectRelationships

3.048 ProjectRelationships

3.049 TestLeadership

Chairing

Meetings

3.050 TeamBuilding

3.051 QualityManagementOrganiz ationalStructure

3.520 CodeofE thics


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3.053 ManagingChange

SoftwareConfigurationManagement

3.054

Change

Management



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QAI Chapter Network

CSTE

Week

5



o Review

the

following

skill

descriptions.

Based

on

your

understanding

of

the

skill,

assess

your

competency



SkillCategory4QualityAssurance Competency

Rating


4.055 RiskConceptsandVocabulary

4.056 RisksAssociatedwithSoftwareDevelopment

4.057

Risks

Associated

with

Software

Testing

PrematureReleaseRisk

4.058 RiskAnalysis

RiskAnalysisProcess

4.059 RiskManagement

RiskReductionMethods

4.060

Contingency

Planning

4.061 PrerequisitestoTestPlanning

TestObjectives

4.062 AcceptanceCriteria

4.063 Assumptions

4.064 PeopleIssues

4.065

Constraints

4.066 CreatetheTestPlan

UnderstandtheCharacteristicsoftheSoftwarebeing

Developed

4.067 BuildtheTestPlan


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QAI Chapter Network

4.068 WritetheTestPlan



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QAI Chapter Network

CSTE

Week

6



o Review

the

following

skill

descriptions.

Based

on

your

understanding

of

the

skill,

assess

your

competency



SkillCategory5QualityPlanning Competency

Rating


5.069 TestCaseDesign

FunctionTestCases

5.070

Structural

Test

Cases

5.071 E rroneousTestCases

5.072 StressTestCases

5.073 TestScripts

5.074 UseCases

5.075 BuildingTestCases

Process

for

Building

Test

Cases

5.076 E xampleofCreatingTestCasesforaPayrollApplication

5.077 TestCoverage

5.078 PerformingTests

Platforms

5.079 TestCycleStrategy

5.080

Use

of

Tools

in

Testing

5.081 PerformTests

5.082 WhenisTestingComplete?

5.083 GeneralConcerns


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QAI Chapter Network

5.084 RecordingTestResults

ProblemDeviation

5.085

Problem

Effect

5.086 ProblemCause

5.087 UseofTestResults

5.088 DefectManagement

DefectNaming

5.089 TheDefectManagementProcess

Competency

Rating

Totals

(total

each

in

each

column):


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QAI Chapter Network

CSTE

Week

7



o Review

the

following

skill

descriptions.

Based

on

your

understanding

of

the

skill,

assess

your

competency



SkillCategory6Define,Build,Implementand

ImproveWorkProcesses

Competency

Rating


6.090 PrerequisitestoTestReporting

DefineandCollectTestStatusData

6.091 DefineTestMetricsusedinReporting

6.092 DefineE ffectiveTestMetrics

6.093 TestToolsusedtoBuildTestReports

ParetoCharts

6.094 ParetoVoting

6.095 CauseandEffectDiagrams

6.096 Checksheets

6.097 Histograms

6.098 RunCharts

6.099 ScatterPlotDiagrams

6.100 RegressionAnalysis

6.101 MultivariateAnalysis

6.102 ControlCharts

6.103 TestToolsusedtoEnhanceTestReporting

Benchmarking

6.104 QualityFunctionDeployment


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QAI Chapter Network

6.105 ReportingTestResults

CurrentStatusTestReports

6.106

Final

Test

Reports

6.107 GuidelinesforReportWriting



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QAI Chapter Network

CSTE

Week

8



o Review

the

following

skill

descriptions.

Based

on

your

understanding

of

the

skill,

assess

your

competency



SkillCategory7QualityControlPractices Competency

Rating


7.108 AcceptanceTestConcepts DifferencebetweenAcceptance

TestandSystemTest

7.109 RolesandResponsibilities

UsersRole

7.110 SoftwareTestersRole

7.111 AcceptanceTestPlanning

AcceptanceCriteria

7.112 AcceptanceTestPlan

7.113 UseCaseTestData

7.114 AcceptanceTestExecution

E xecutetheAcceptanceTestPlan

7.115 AcceptanceDecision



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QAI Chapter Network

CSTEWeek9



o Review

the

following

skill

descriptions.

Based

on

your

understanding

of

the

skill,

assess

your

competency



SkillCategory8MetricsandMeasurement Competency

Rating


8.116 ChallengesinTestingAcquiredSoftware

PurchasedCOTSSoftware

8.117

Contracted

Software

8.118 COTSSoftwareTestProcess AssureCompletenessofNeeds

Specification

8.118 DefineCriticalSuccessFactor

8.120 DetermineCompatibilitywithYourComputerE nvironment

8.121 AssuretheSoftwarecanbeIntegratedintoYourBusiness

SystemWorkFlow

8.122 DemonstratetheSoftwareinOperation

8.123 E valuatethePeopleFit

8.124 AcceptanceTesttheCOTSSoftware

8.125 ContractedSoftwareTestProcess

AssuretheProcessforContractingSoftwareisAdequate

8.126 ReviewtheAdequacyoftheContractorsTestPlan

8.127 AssureDevelopmentisE ffectiveandE fficient

8.128 PerformAcceptanceTestingontheSoftware

8.129 IssueaReportontheAdequacyoftheSoftwaretoMeetthe

NeedsoftheOrganiz ation


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QAI Chapter Network

8.130 E nsureKnowledgeTransferOccursandIntellectualProperty

RightsareProtected

8.131 IncorporateCopyrightedMaterialintotheContractors

Manuals

8.132 AssuretheOngoingOperationandMaintenanceofthe

ContractedSoftware

8.133 AssuretheE ffectivenessofContractualRelations



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QAI Chapter Network

CSTEWeek10



o Review

the

following

skill

descriptions.

Based

on

your

understanding

of

the

skill,

assess

your

competency



SkillCategory9InternalControlandSecurity Competency

Rating


9.134 PrinciplesandConceptsofInternalControl

Internalcontrolresponsibilities

9.135

Software

Testers

Internal

Controls

Responsibilities

9.136 InternalAuditorsInternalControlResponsibilities

9.137 RiskversusControl

9.138 E nvironmentalversusTransactionProcessingControls

9.139 Preventive,DetectiveandCorrectiveControls

9.140 COSOE nterpriseRiskManagement(ERM)Model

9.141

COSO

Internal

Control

Framework

Model

9.142 CobiTModel

9.143 TestingInternalControls

PerformRiskAssessment

9.144 TestTransactionProcessingControls

9.145 TestingSecurityControls

Task

1

Where

Security

is

Vulnerable

to

Penetration

9.146 Task2BuildingaPenetrationPointMatrix

9.147 Task3AssessSecurityAwarenessTraining

9.148 Task4UnderstandtheAttributesofanEffectiveSecurity


48/49

48

QAI Chapter Network

Control

9.149 Task5SelectingTechniquestoTestSecurity

Competency

Rating

Totals

(total

each

in

each

column):


49/49

QAI Chapter Network

CSTEWeek11



o Review

the

following

skill

descriptions.

Based

on

your

understanding

of

the

skill,

assess

your

competency



SkillCategory10Outsourcing,COTS,andContracting

Quality

Competency

Rating


10.150 RisksAssociatedwithNewTechnology

10.151 NewerITTechnologythatImpactSoftwareTesting

Web

Based

Applications

10.152 DistributedApplicationArchitecture

10.153 WirelessTechnologies

10.154 NewApplicationBusinessModels

10.155 NewCommunicationMethods

10.156 WirelessLocalAreaNetworks

10.157

New

Testing

Tools

10.158 TestingtheEffectivenessofIntegratingNewTechnologies

DeterminetheProcessMaturityLeveloftheNewTechnology

10.159 TesttheControlsoverImplementingtheNewTechnology

10.160 TesttheAdequacyofStaffSkillstoUsetheTechnology


CSQA Study Group Guide 2009

Documents

Transcript of CSQA Study Group Guide 2009