|"The ILX Group solution are much better equipped to manage projects in a more cost effective and timely way." NATO|
|"The design of the course material makes it easy for students to navigate through the course and optimise their learning." Brian Bear, Anglo American, South Africa|
|"The ILX Group courses form an important part of our Project training framework." Royal London Insurance|
|"With ILX we can cost effectively deliver a comprehensive training programme." West Middlesex University Hospital|
|"We have used the PRINCE2 Foundation course from ILX Group with excellent results." Salford City Council|
|"We took the PRINCE2 exam brimming in confidence and all passed." Programme Manager, Police IT Organisation (PITO)|
|"I will certainly recommend to anybody who wishes to take PRINCE2 courses in the future." Head of IT Projects, Stanley Leisure PLC|
|"Thanks for an excellent course here at the Authority, all passed :-)" Deputy Director, EFTA Surveillance Authority, Belgium|
|"There is no more to say ... A flexible, well-structured e-learning is the key to a successful project." Benoit Devolder, Navigha SA, Belgium|
|"I have experienced amazing after sales service, which has ultimately put ILX in a league of their own." David Coughlan, The IQ Business Group (Pty) Ltd, South Africa|
|"ILX Group have continually provided an excellent level and quality of training and helped us to achieve a 100% pass record to date." Mike Smith, Alpha Financial Markets Consulting|
|No need for tricks, your Halloween treats are just a few clicks away. Sink your fangs into 10% off ALL #ITIL4… https:/...|
|It’s spooky what you can achieve with a globally-recognised certification under your belt! 👻 Boost your CV and driv...|
Software Testing Foundation exam format
Software Testing Intermediate exam format
Pre-requisite for the Software Testing Intermediate
Candidates must hold the Foundation Level qualification and have at least 18 months experience in software testing and / or have completed a BCS accredited training course for the Intermediate Certificate in Software Testing.
BCS, the Chartered institute for IT Software Testing Syllabi
BCS Foundation in Software Testing Syllabus Overview (level K3)*
The syllabus covers the following areas:
· Principles of testing
· Testing throughout the life-cycle
· Dynamic testing techniques
· Static testing
· Test management
· Tool support for testing
BCS Intermediate in Software Testing Syllabus Overview (level K4)*
The syllabus covers the following areas:
· Testing Fundamentals
· Testing and Risk
· Test Management
· Test Analysis
Software Testing Learning objectives / levels of knowledge
Level 1: Remember (K1)
The candidate will recognise, remember and recall a term or concept.
Example: can recognise 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 summarise, compare, classify and give examples for the testing concept.
Example: 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.
· 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: Analyse (K4)
The candidate can separate information related to a concept or technique into its constituent parts for better understanding, and can distinguish between facts and inferences.
· Can understand the various options available for risk identification.
· Can describe which portions of an incident report are factual and which are inferred from the results.