Merge branch 'main' into template-4-2-update

.github/workflows/compile.yml

@@ -1,7 +1,11 @@
 name: Build LaTeX documents
 on:
-  - push
-  - workflow_dispatch
+  push:
+    branches:
+      - '**'
+    tags-ignore:
+      - '**'
+  workflow_dispatch:
 permissions:
   contents: write
 jobs:

sample-exam/questions.md

@@ -8,18 +8,18 @@ correct: c
 Which of the following statements describe a valid test objective?
 
 ## answers
-1. To prove that there are no unfixed defects in the system under test
-2. To prove that there will be no failures after the implementation of the system into production
-3. To reduce the risk level of the test object and to build confidence in the quality level
-4. To verify that there are no untested combinations of inputs
+a. To prove that there are no unfixed defects in the system under test  
+b. To prove that there will be no failures after the implementation of the system into production  
+c. To reduce the risk level of the test object and to build confidence in the quality level  
+d. To verify that there are no untested combinations of inputs  
 
 ## justification
-a) Is not correct. It is impossible to prove that there are no defects anymore in the system under test.
-   See testing principle 1
-b) Is not correct. See testing principle 7
-c) Is correct. Testing finds defects and failures which reduces the level of risk and at the same time
-   gives more confidence in the quality level of the test object
-d) Is not correct. It is impossible to test all combinations of inputs (see testing principle 2)
+a. Is not correct. It is impossible to prove that there are no defects anymore in the system under test.
+   See testing principle 1  
+b. Is not correct. See testing principle 7  
+c. Is correct. Testing finds defects and failures which reduces the level of risk and at the same time
+   gives more confidence in the quality level of the test object  
+d. Is not correct. It is impossible to test all combinations of inputs (see testing principle 2)  
 
 # metadata
 lo: 1.4.2
@@ -30,36 +30,36 @@ correct: b
 ## question
 Which of the following factors (i-v) have SIGNIFICANT influence on the test process?
 
-i. The SDLC
-ii. The number of defects detected in previous projects
-iii. The identified product risks
-iv. New regulatory requirements forcing
-v. The number of certified testers in the organization
+i. The SDLC  
+ii. The number of defects detected in previous projects  
+iii. The identified product risks  
+iv. New regulatory requirements forcing  
+v. The number of certified testers in the organization  
 
 ## answers
-1. i, ii have significant influence; iii, iv, v have not
-2. i, iii, iv have significant influence; ii, v have not
-3. ii, iv, v have significant influence; i, iii have not
-4. iii, v have significant influence; i, ii, iv have not
+a. i, ii have significant influence; iii, iv, v have not  
+b. i, iii, iv have significant influence; ii, v have not  
+c. ii, iv, v have significant influence; i, iii have not  
+d. iii, v have significant influence; i, ii, iv have not  
 
 ## justification
-i.   Is true. The SDLC has an influence on the test process
+i.   Is true. The SDLC has an influence on the test process  
 ii.  Is false. The number of defects detected in previous projects may have
-     some influence, but this is not as significant as i, iii and iv
+     some influence, but this is not as significant as i, iii and iv  
 iii. Is true. The identified product risks are one of the most important
-     factors influencing the test process
+     factors influencing the test process  
 iv.  Is true. Regulatory requirements are important factors influencing the
-     test process
+     test process  
 v.   Is false. The test environment should be a copy of the production
-     environment but has no significant influence on the test process
+     environment but has no significant influence on the test process  
 
 Hence b is correct.
 
 # metadata
 lo: 1.4.5
 k-level: K2
 points: 1
-correct: ['a', 'e']
+correct: 1., e)
 
 ## question
 Which TWO of the following tasks belong MAINLY to a testing role?
@@ -72,11 +72,11 @@ Which TWO of the following tasks belong MAINLY to a testing role?
 5. Report on achieved coverage
 
 ## justification
-a) Is correct. This is done by the testers
-b) Is not correct. The product backlog is built and maintained by the product owner
-c) Is not correct. This is done by the development team
-d) Is not correct. This is a managerial role
-e) Is correct. This is done by the testers
+a) Is correct. This is done by the testers  
+b) Is not correct. The product backlog is built and maintained by the product owner  
+c) Is not correct. This is done by the development team  
+d) Is not correct. This is a managerial role  
+e) Is correct. This is done by the testers  
 
 # metadata
 lo: 1.4.2
@@ -87,10 +87,10 @@ correct: a
 ## question
 Given the following test activities and tasks:
 
-A. Test design
-B. Test implementation
-C. Test execution
-D. Test completion
+A) Test design  
+B) Test implementation  
+C) Test execution  
+D) Test completion  
 
 1. Entering change requests for open defect reports
 2. Identifying test data to support the test cases
@@ -100,22 +100,22 @@ D. Test completion
 Which of the following BEST matches the activities with the tasks?
 
 ## answers
-1. A-2, B-3, C-4, D-1
-2. A-2, B-1, C-3, D-4
-3. A-3, B-2, C-4, D-1
-4. A-3, B-2, C-1, D-4
+a) A-2, B-3, C-4, D-1  
+b) A-2, B-1, C-3, D-4  
+c) A-3, B-2, C-4, D-1  
+d) A-3, B-2, C-1, D-4  
 
 ## justification
 The correct pairing of test activities and tasks is:
 
-A. Test design – (2) Identifying test data to support the test cases
-B. Test implementation – (3) Prioritizing test procedures and creating test data
-C. Test execution – (4) Analyzing discrepancies to determine their cause
-D. Test completion – (1) Entering change requests for open defect reports
+A) Test design – (2) Identifying test data to support the test cases  
+B) Test implementation – (3) Prioritizing test procedures and creating test data  
+C) Test execution – (4) Analyzing discrepancies to determine their cause  
+D) Test completion – (1) Entering change requests for open defect reports  
 
 Thus:
 
-a) Is correct
-b) Is not correct
-c) Is not correct
-d) Is not correct
+a. Is correct  
+b. Is not correct  
+c. Is not correct  
+d. Is not correct  

syllabus.tex

@@ -2,7 +2,10 @@
 \usepackage{markdown}
 \markdownSetup{
   import = {
-    istqb/syllabus = metadata
+    istqb/syllabus = {
+      metadata,
+      traceability-matrix as matrix,
+    }
   }
 }
 
@@ -37,13 +40,12 @@
 \markdownInput{syllabus/02-chapter2.md}
 
 % Bibliography
-\nocite{*}  % Include references that are not cited in the text
 \printistqbbibliography
 
 % Appendices
 \begin{istqbappendices}
   \markdownInput{syllabus/apx-a-cognitive-levels.md}
-  \markdownInput{syllabus/apx-b-traceability-matrix.md}
+  \markdownInput[snippet=matrix]{syllabus/apx-b-traceability-matrix.yml}
   \markdownInput{syllabus/apx-c-release-notes.md}
   \markdownInput{syllabus/apx-d-specific-terms.md}
   \markdownInput{syllabus/apx-e-trademarks.md}

syllabus/00-introduction.md

@@ -25,15 +25,15 @@ Example 1: The ISTQB® scheme provides support for testing professionals at all
 ```
 Example 2: The ISTQB® scheme provides support for testing professionals at all stages of their careers. Individuals who achieve the ISTQB® Certified Tester Advanced Level Test Analyst certification may also be interested in the other Core Advanced Levels (Technical Test Analyst, and Test Manager) and thereafter Expert Level (Test Management or Improving the Test Process). Anyone seeking to develop skills in testing practices in an Agile environment area could consider the Agile Technical Tester or Agile Test Leadership at Scale certifications. The Specialist stream offers a deep dive into areas that have specific test approaches and test activities e.g., in Test Automation Engineer, AI Testing, or Mobile Application Testing, or which cluster testing know-how for certain industry domains e.g., Automotive Software Testing or Game Testing. Please visit www.istqb.org for the latest information on ISTQB´s Certified Tester Scheme.
 ```
-## Business Outcomes
+## Business Outcomes {.business-outcomes}
 
 This section lists the Business Outcomes expected of a candidate who has achieved the \<module-name\> certification.
 
 A \<module-name\> Certified Tester can…
 
-* \<module-code\> - BO1 Business Outcomes 1 details
-* \<module-code\> - BO2 Business Outcomes 2 details
-* \<module-code\> - BO3 Business Outcomes 3 details
+1. Business Outcomes 1 details
+2. Business Outcomes 2 details
+3. Business Outcomes 3 details
 
 ## Learning Objectives, Hands-on Objectives and Cognitive Level of Knowledge
 

syllabus/apx-a-cognitive-levels.md

@@ -4,25 +4,25 @@ The specific learning objectives applying to this syllabus are shown at the begi
 
 The learning objectives begin with an action verb corresponding to its cognitive level of knowledge as listed below.
 
-**Level 1: Remember (K1)**
+#### Level 1: Remember (K1)
 
 The candidate will remember, recognize and recall a term or concept.
 
 **Action verbs:** Recall, recognize.
 
-| **Examples** |
-| :----------- |
+| Examples |
+| -------- |
 | Recall the concepts of the test pyramid. |
 | Recognize the typical objectives of testing. |
 
-**Level 2: Understand (K2)**
+#### Level 2: Understand (K2)
 
 The candidate can select the reasons or explanations for statements related to the topic, and can summarize, compare, classify and give examples for the testing concept.
 
 **Action verbs**: Classify, compare, differentiate, distinguish, explain, give examples, interpret, summarize
 
-| **Examples** | **Notes** |
-| :----------- | :-------- |
+| Examples | Notes |
+| -------- | ----- |
 | Classify test tools according to their purpose and the test activities they support. |     |
 | Compare the different test levels. | Can be used to look for similarities, differences or both. |
 | Differentiate testing from debugging. | Looks for differences between concepts. |
@@ -32,52 +32,52 @@ The candidate can select the reasons or explanations for statements related to t
 | Infer the root cause of defects from a given profile of failures. |     |
 | Summarize the activities of the work product review process. |     |
 
-**Level 3: Apply (K3)**
+#### Level 3: Apply (K3)
 
 The candidate can carry out a procedure when confronted with a familiar task, or select the correct procedure and apply it to a given context.
 
 **Action verbs**: Apply, implement, prepare, use
 
-| **Examples** | **Notes** |
-| :----------- | :-------- |
+| Examples | Notes |
+| -------- | ----- |
 | Apply boundary value analysis to derive test cases from given requirements. | Should refer to a procedure / technique / process etc. |
 | Implement metrics collection methods to support technical and management requirements. |     |
 | Prepare installability tests for mobile apps. |     |
 | Use traceability to monitor test progress for completeness and consistency with the test objectives, test strategy, and test plan. | Could be used in a LO that wants the candidate to be able to use a technique or procedure. Similar to 'apply'. |
 
-**Level 4: Analyze (K4)**
+#### Level 4: Analyze (K4)
 
 The candidate can separate information related to a procedure or technique into its constituent parts for better understanding, and can distinguish between facts and inferences. Typical application is to analyze a document, software or project situation and propose appropriate actions to solve a problem or task.
 
 **Action verbs:** Analyze, deconstruct, outline, prioritize, select.
 
-| **Examples** | **Notes** |
-| :----------- | :-------- |
+| Examples | Notes |
+| -------- | ----- |
 | Analyze a given project situation to determine which black-box or experience-based test techniques should be applied to achieve specific goals. | Examinable only in combination with a measurable goal of the analysis.<br><br>Should be of form 'Analyze xxxx to xxxx' (or similar). |
 | Prioritize test cases in a given test suite for execution based on the related product risks. |     |
 | Select the appropriate test levels and test types to verify a given set of requirements. | Needed where the selection requires analysis. |
 
-**Level 5: Evaluate (K5)**
+#### Level 5: Evaluate (K5)
 
 The candidate may make judgments based on criteria and standards. He detects inconsistencies or fallacies within a process or product, determines whether a process or product has internal consistency and detects the effectiveness of a procedure as it is being implemented (e.g., determine if a scientist's conclusions follow from observed data.)
 
 **Action verbs:** Assess, critique, evaluate, recommend
 
-| **Examples** | **Notes** |
-| :----------- | :-------- |
+| Examples | Notes |
+| -------- | ----- |
 | Assess a test organization using either TPI Next or TMMi. |     |
 | Critique the appropriateness of the test activities in an organization for the given context. |     |
 | Evaluate an organization to determine the options for proper placement of the test team. | Should be restricted to the evaluation, not including the resulting solution (which would be K6) |
 | Recommend measures to create acceptance of the changes by the people involved. |     |
 
-**Level 6: Create (K6)**
+#### Level 6: Create (K6)
 
 The candidate puts elements together to form a coherent or functional whole. Typical application is to reorganize elements into a new pattern or structure, devise a procedure for accomplishing some task, or invent a product (e.g., build habitats for a specific purpose).
 
 **Action verbs:** Create, design, develop, plan
 
-| **Examples** | **Notes** |
-| :----------- | :-------- |
+| Examples | Notes |
+| -------- | ----- |
 | Create a test improvement plan considering change management issues with appropriate steps and actions. |     |
 | Design an organizational structure for a given scope of a test process improvement program |     |
 | Develop a defect management process for a testing organization, including the defect report workflow and communication |     |

syllabus/apx-b-traceability-matrix.yml

@@ -0,0 +1,9 @@
+traceability-matrix:
+  1.1.1: 1
+  1.1.2: 1
+  1.2.1: 1
+  1.3.1: 2
+  2.1.1: 2
+  2.2.1: 3
+  2.2.2: 3
+  2.2.3: 3