CSQA Study Group Guide 2009

Last updated 1/30/09
CSQA&CSTE
EXAMINATIONS
STUDYGROUP
GUIDELINES

Copyright
Copyright QAI Global Institute 2009 All Rights Reserved
No part of this publication, or translations of it, may be reproduced, stored in
a 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
Someoftheadvantagesofstudygroupsare:........................................................................................ 5
TipsforFormingaSuccessfulStudyGroup................................................................................................... 6
WhatifMyStudyGroupFrustratesMe?................................................................................................ 6
TheBasicsofCommunication....................................................................................................................... 8
StepsintheCommunicationProcess..................................................................................................... 8
CommunicationinNetworksandGroups ............................................................................................. 8
CommunicationGuidelines..................................................................................................................... 8
GroupDynamics............................................................................................................................................ 9
GroupCohesiveness .............................................................................................................................. 10
GroupThink........................................................................................................................................... 10
GroupDecisionMaking......................................................................................................................... 11
PromotingtheEffectivenessofGroupandTeamDecisionMaking: ................................................. 12
TheNatureofConflict................................................................................................................................. 12
SettingUpaStudyGroup............................................................................................................................ 13
GroundRulesforaStudyGroup................................................................................................................. 14
PullingItAllTogether.................................................................................................................................. 14
SuggestedStudyGroupTimeline................................................................................................................ 16
CoveringtheCSQAMaterial ....................................................................................................................... 18
CSQAWeek1.......................................................................................................................................... 19
CSQAWeek2.......................................................................................................................................... 20
CSQAWeek3.......................................................................................................................................... 21
CSQAWeek4.......................................................................................................................................... 22
CSQAWeek5.......................................................................................................................................... 23
CSQAWeek6.......................................................................................................................................... 24
CSQAWeek7.......................................................................................................................................... 25
CSQAWeek8.......................................................................................................................................... 26
CSQAWeek9.......................................................................................................................................... 28
CSQAWeek10 ....................................................................................................................................... 30
CSQAWeek11 ....................................................................................................................................... 31
CoveringtheCSTEMaterial ........................................................................................................................ 32
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CSTEWeek1.......................................................................................................................................... 33
CSTEWeek2.......................................................................................................................................... 34
CSTEWeek3.......................................................................................................................................... 35
CSTEWeek4.......................................................................................................................................... 36
CSTEWeek5.......................................................................................................................................... 38
CSTEWeek6.......................................................................................................................................... 40
CSTEWeek7.......................................................................................................................................... 42
CSTEWeek8.......................................................................................................................................... 44
CSTEWeek9.......................................................................................................................................... 45
CSTEWeek10........................................................................................................................................ 47
CSTEWeek11........................................................................................................................................ 49
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CongratulationsonyourdecisiontopursueyourQAICSTE&CSQACertification.Ifthereareother
membersinyourChapterwhoaretakingtheCertificationExamsyoumightwanttoformastudygroup.
Thismanualcontainsguidelinesworthconsideringwhentryingtosetupandgetthemostoutofagroup
studyingsituationandsuggestedtimelinesspecifictopreparingfortheCSTE&CSQACertification
Exams.
WhyJoinaStudyGroup?
ThemajorityofCSTEs&CSQAsusedaformofstudygrouptopreparefortheirexaminations!
While in college, most of us found that studying with other students in a particular class was a useful
addition to our collection of study techniques. Some tried study groups in response to the feeling of
beingunabletomakeprogressalone.Othersknewthattheyarebetterabletostayontaskwhenthey
wereworkinginagroup.Whateverthereasonfortryingastudygroupforthefirsttime,moststudents
eventually realize that pooling two or three different viewpoints yielded a better understanding of a
topicinashorterperiodoftimethanstudyingentirelyindependently.Indeed,Nooneissmarterthan
allofus.
Someoftheadvantagesofstudygroupsare:
Meetothers
Makefriends
Learnmore
Savetime
Workasateam
Expandyourthinking
Improveyourleadership
Mixed bag of talent each person in a group has something unique that they bring to the table
(organization, discipline, memory, an understanding of material). Along with your own personal
strengths,groupmemberscanfeedoffeachothertoformanidealstudyprofileeachpersoncanbenefit
from.
Supportive system Groups share common goals, in this case, professional and learning experiences.
Theworkeachpersondoescandirectlyaffecttheothergroupmembers,whichmakesthegroupmore
supportiveofeachmember.
More heads better than one Large projects can be completed quickly and efficiently when the group
splitsuptocompletetasksandsharingtheirresultswithallgroupmembers.
The primary benefit of studying with a group of peers is the support you can receive, particularly as
someone who has been out of the classroom setting for some time. As you work together, your group
may grow slightly larger or smaller, but overall you can reach a comfort level that will allow group
memberstohelpeachotherinareaswheretheyneedsupport,suchasorganization,timemanagement,
studying,testtaking,memorization,andunderstandingtheory.
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TipsforFormingaSuccessfulStudyGroup

Groupstudysessionsshouldaugmentindividualstudyingratherthansupplantingit.Allgroup
membersshouldagreetocometothegroupsessionspreparedwithspecificquestionsabout
whattheycouldnotdecipheralone.Avoidthepoolingofignorancesyndromethatiscommon
ifeveryonearrivesunprepared.
Individualpreparationalsodecreasesthelikelihoodthatthegroupwillrunoutoftimebefore
reachingthemoreinvolvedandsubtlepartsofthematerialwheremultipleperspectivesare
mostvaluable.
Groupstudyshouldstartthreetofourmonthspriortotheexaminationandberelatively
frequentnotjustimmediatelypriortoexaminations.Aswithothersocialgroups,ittakestime
formembersofthegrouptogettoknoweachothersstrengthsandweaknesses,andto
establishandrefineasystemforworkingtogether.Onesessionperweekisprobablya
reasonablestartingpoint.
Thescheduleforeachstudygroupshouldbefirmandestablishedearly.Ifyouhavenotset
asideregulartimesforthegroupitwillbeharderandhardertofindcommontimeastime
progresses.Regularlyscheduledtimesallowforschedulingothercommitmentsaroundthe
groupstudytimes.
Thesizeofstudygroupsvaries,butingeneralshouldberelativelysmall.Wesuggestfourtosix
students.Asksomepeopleiftheywanttomeetoverlunchorcoffeetodiscussformingastudy
group.Noonehastocommitatthispoint.Remember,ifyouareinagroupofthreeyoushould
bespeakingaboutathirdofthetimeonaverage.Inagroupoften
Choosethemembersofyourgroupcarefully.Powerstruggles,pettyjealousies,petpeevesand
thelikecandestroytheeffectivenessofagroup.Asonetutorputit,ithelpstoknowthe
differencebetweenastudypartnerandafriend.
AllthemembersofagroupneedtobeACTIVELYinvolvedinthesessions.Ifthisisnotthecase,
theuninvolvedpersoniswastingtimeandtheothersarelosingthebenefitofthatpersons
perspectiveonthematerial.
Structurethegroupstimeinsuchawaythatitiscleartoeveryonewhenthegroupistobe
focusedonstudyandwhenitisappropriatetosocialize.Efficiencyandeffectivenessintheuse
ofgroupstudytimeisjustasimportantasitiswithpersonalstudytime.
WhatifMyStudyGroupFrustratesMe?
Participatinginstudygroupscanbebothexhilaratingandfrustratingbecauseofdifferencesinlearning
andcommunicationstyles.Somestudentsmayneedquiet.Somestudentsmayneedtosoundouttheir
ideaswithothers.Othersmaybemorecomfortablelisteningandofferingoccasionalsuggestions.
Itshelpfultorecognizethateveryonebringsvaluetoagroupandtobeawareofmakingassumptionsor
judgments.Whatyoumayinitiallyperceivetobesomeonesweaknesscouldactuallybeastrength,
becausethebestgroupsarethosewiththemostdiversityamongtheirparticipants.Everyonepossesses
different:

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Organizationalskills
Knowledgebase
Questionaskingability
Notetakingability
Personalattributes(age,gender,appearance,ethnicity)
Culturalperspective
Personalexperienceandbackground
Pointsofview
Lifeandschoolexperience
Classparticipationlevelandstyle
Preparationthoroughness
Verbalandwrittenskills
Trytobeinastudygroupwithpeoplewhohavedifferentstrengthsfromyours.Beacceptingof
differentstudying/learningapproaches.Sometimesthemostcomfortablegroupsaretheonesthat
dontmoveforward.
Itisequallyimportanttounderstandhowgroupsform,thenormalstagesthatnearlyallgroupsprogress
throughandhowtobothcommunicateandhandleconflictwithinyourgroup.Understandinggroup
dynamicswillassistyouinformingbothprofessionalandpersonalrelationships.
Research
Ouranalysisofsmallgrouplearningproceduressuggeststhatgreatertimespentworkingingroups
leadstomorefavorableattitudesamongstudentsingeneralandthatevenminimalgroupworkcan
havepositiveeffectsonstudentachievement.Springer,L.,Stanne,M.E.,Donovan,S.S.,Effectsof
SmallGroupLearningonUndergraduatesinScience,Mathematics,Engineering,andTechnology:A
MetaAnalysis,ReviewofEducationalResearch,Spring1999,Vol69,No.1,pp.2151.

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TheBasicsofCommunication
Communicationistheprocessoftransmittinginformationfromonepersontoanother.
Effectivecommunicationistheprocessofsendingamessagesothatthemessagereceivedisas
closeinmeaningaspossibletothemessageintended.Thisdoesnotalwayshappen
automatically!
StepsintheCommunicationProcess
Decidingtotransmitafact,idea,opinion,orotherinformationtothereceiver.
Encodingthemeaningintoaformappropriatetothesituation.
Transmittingthroughtheappropriatechannelormedium.
Decodingthemessagebackintoaformthathasmeaningtothereceiver.
Feedbackthereceiverbecomesthesenderandthesenderbecomesthereceiver.Thisisrequired
toverifymeaningandcompletetheeffectivecommunicationprocess
CommunicationinNetworksandGroups
Communicationnetworkthepatternthroughwhichthemembersofagrouporteam
communicate.
Researchsuggests:Whenthegroupstaskissimpleandroutine,centralizednetworksperform
withthegreatestefficiencyandaccuracy.
Whenthegroupstaskiscomplexandnonroutine,decentralizednetworkswithopen
communicationsthatfosterinteractionandexchangeofrelevantinformationtendtobemost
effective.
CommunicationGuidelines
Communication is absolutely necessary in order for any study group to function. If your group follows
theguidelineslistedbelow,thegroupwillfunctionmoreeffectivelyandmoretaskswillbeaccomplished
inlesstime.
Learneachother'snames,evennicknames.
OnlyONEpersonshouldspeakatatime.Eachpersonshouldalsobeallowedtocomplete hisor
herstatementbeforeothersbegintomakecomments.
Be active listeners. An active listener is one who listens for the complete comment and asks for
clarification ifneeded. Active listeners also try to make connections between comments and
speakers.ActivelisteningissometimesHARDWORK.
Everyoneshouldaddsomethingtothediscussion.Thesomethingdoesnotalwayshavetobean
answer.Itmightbeaquestion,anexample,aconnectiontoarealworldactivity.

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Criticismshouldalwaysbeconstructive.Namecalling,insults,andsometimesjokeshavenoplace
in a study group. These behaviors may result in hurt feelings. The worst case scenario is that a
personmaychoosetoforegoattendingthestudygroup.Intheend,thegroupbecomestheloser.
Maintainapositiveattitude.Rememberthatyouareallparticipatinginthelearningprocess.The
phrases "I'll never get it", "We're a dumb group", "There's no hope" SHOULD BE "We can figure
thisouttogether","We'rerathercleverasagroup."
Finally,developalistofthenames,emails,andphonenumbersofallgroupmembers.Exchange
the list and use it as needed. Try not to use it as a napkin at your favorite fast food restaurant.
Onedayyoumayreallyneedtheinformationinahurry.
GroupDynamics
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 related to development concerns not

only why groups form but also how. The most common
framework for examining the "how" of group formation
wasdevelopedbyBruceTuckmaninthe1960s.Inessence,
the steps in group formation imply that groups do not
usually perform at maximum effectiveness when they are
first established. They encounter several stages of
development as they strive to become productive and
effective. Most groups experience the same
developmental stages with similar conflicts and
resolutions.
According to Tuckman's theory, there are five stages of

group development: forming, storming, norming,
performing, and adjourning. During these stages group
membersmustaddressseveralissuesandthewayinwhich
these issues are resolved determines whether the group
willsucceedinaccomplishingitstasks.
Formingincludes:
Attemptingtodefinethetaskandhowthetaskwill
beaccomplished
Abstractdiscussionsoftaskrelatedconcepts/issues,frustratessomemembers
Stormingincludes:
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Defensiveness,competition,andfactions
Arguingamongmembers,evenwhentheyagree
Normingincludes:
Establishingandmaintainingteamgroundrules
Morefriendlinessandconfidinginoneanother
Performingincludes:
Abilityofthegroup/teamtopreventorworkthroughproblems
Closeattachmenttotheteam

GroupCohesiveness
CohesivenessTheextenttowhichmembersareloyalandcommittedtothegroup;thedegreeof
mutualattractivenesswithinthegroup.
Factorsincreasingcohesiveness
Intergroupcompetition
Personalattraction
Favorableevaluation
Agreementongoals
Interaction
Factorsreducingcohesiveness
Groupsize
Disagreementongoals
Intragroupcompetition
Domination
Unpleasantexperiences
GroupThinkAsituationthatoccurswhenagrouporteamsdesireforconsensusandcohesiveness
overwhelmsitsdesiretoreachthebestpossibledecision.

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GroupDecisionMaking
Advantages
Moreinformation&knowledgeareavailable
Morealternativesarelikelytobegenerated
Moreacceptanceofthefinaldecisionislikely
Enhancedcommunicationofthedecisionmay
result
Betterdecisions
Disadvantages
Theprocesstakeslonger,soitismore
costly
Compromisedecisionsdueto
indecisivenessmayemerge
Onepersonmaydominatethegroup
Groupthinkmayoccur
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PromotingtheEffectivenessofGroupandTeamDecisionMaking:
Beawareoftheprosandconsofhavingagrouporteammakeadecision.
Setdeadlinesforwhendecisionsmustbemade.
Avoidproblemswithdominancebymanaginggroupmembership.
Haveeachgroupmemberindividuallyandcriticallyevaluateallalternatives.
Asaleader,donotmakeyourpositionknowntooearly.
Appointagroupmembertobeadevilsadvocate.
Source:GregoryMoorhead,Group&OrganizationsStudies(Vol.7,No.4),pp.429444.Copyright
1982bySagePublications,Inc.ReprintedbypermissionofSagePublications,Inc.
TheNatureofConflict
Thereisanoptimallevelofconflictinanorganization:
Toolittleconflictandtheorganizationbecomescomplacentandapathetic,andlacksinnovation
andunderperforms.
Toomuchconflictcreatesadysfunctionalorganizationwherehostilityandnoncooperation
dominate,andtheorganizationsuffersfromlowperformance.
Amoderatelevelofconflictinanorganizationfostersmotivation,creativity,innovation,and
initiativeandcanraiseperformance.
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SettingUpaStudyGroup
StepOneRecruitingMembers
CheckwithyourChaptertogetalistofindividualswithinyourareawhohavesigneduptotakethe
certificationexams.Inaddition,youcancontactQAIandrequestthatpersonsapplyingforcertification
examsinyourareabecontactedandinformedofyourintentionstoformastudygroup.Whenyouform
agroup,becertainthatallmembershaveenrolledforthesameexamination.
Your group should number no more than six students. Remember that you will need to find mutually
agreedupontimesformeetingasagroup.Itisdifficultenoughtogetfourorfivepeopletoagreeona
dayandtime.Canyouimagineagroupoften????
StepTwoTheFirstMeeting
Agreeuponandsetwrittenexpectationsandgroundrules(emailthemtoeachother)including:
Decidehowoftenyouwillneedtomeet,howlongthemeetingswilllast,andwheretheywillbe
held.Thefrequencyofyourmeetingswillbestbedeterminedbytheamountoftimebeforethe
scheduledexam.
Discuss the leadership of your group. Will one person assume the leadership? Will your group
alternate leaders? An example of rotating leadership is when each week a different person is
selectedtoguidethediscussion.Itistheirjobtokeepthegroupontask.Thispersondoesnotdo
theworkforthegroup,butservesasthefacilitator.
Assignindividualrolesandresponsibilities(notetaker,facilitator,etc.)
Includespecificssuchascomingtothemeetingsontime,beingprepared,andsocializing.
Createatimeline
Sharecontactinformation
Agreeuponanddivideuptasksequally
Knowandrespecteachotherstimecommitments
Discussrulesconcerningsharing:Whatmaterialswillyousharewithgroupmembers?
Discuss rules of conduct: For a study group to be most effective it must work together. Each
groupmembermustdohisorhershare.Studentswhohabituallycometothegroupunprepared
orunderpreparedshouldbedroppedfromthegroup.
StepThreeStudyGroupMeetings
Practice teaching each other. Turn the material you are studying into a list oftopics. Then assign
specifictopicsforeachpersontoteachthegroup.
Reviewtext,handouts,notes,vocabularycards,etc.
Makeupyourownquestionsandhavethegroupanswerthem.
You also want to encourage participation in the group. The group will not function well if some
membersnevergettospeakwitheithercommentsorquestions.Itiseasyforsomemembersto
getlostinabiggroup.
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Leaveatleast5to10minutesattheendofeachsessionforbrainstormingpossibletestquestions.
At the next meeting, go over these questions and brainstorm solutions and answers to the
questionstogether.Figureoutwhereinyournotes,handouts,andbooksthattheanswerscanbe
found. Identify someone to serve as the group's secretary that week and write down the
questionsalongwithalistofplacestofindtheanswerstothepossiblequestions.Photocopythe
listforallmembersofthegroup.
Endeachmeetingwithassignmentsforeachmemberforthecomingweek.
ENJOYYOURGROUP.STUDYGROUPSCANBECOMEREALLEARNINGCOMMUNITIESFORALLPARTICIPANTS.
GroundRulesforaStudyGroup
In order to have your study group function effectively and efficiently, you may need to set up some
ground rules. All members need to agree to the rules. The following list of rules can serve as a guide
foryourgroup.
SuggestedGroundRules
Bepromptforeachsession.
Cometothestudygrouppreparedtowork.
Develop an agenda with the goals for each meeting. Example: Cover study questions for
sections5and6.
Stayontask.Don'tallowreviewsoflastnight'sTVspecial.Don'tspendlotsoftimediscussing
fashion,sports,videogames,etc.
Setatimeandkeeptrackofthetime.Asessionof2to3hoursusuallyworksbest.
Determineameetingplacewhichisfreefromdistractions.
If you opt for a long session, be sure to take planned breaks. Musclestretching not only helps
thebodybutalsothemind!
Set the date, time, and goals for the next session BEFORE the end of the current session. This
planningwillhelptoinsureanactiveandproductivegroup.
PullingItAllTogether
WEHAVEFORMEDASTUDYGROUP.NOWWHATDOWEDO?HOWDOWESTUDYASAGROUP?
HOWDOWEMAKEITWORK?
There are several strategies which study groups can use. The group can use only one strategy or a
combinationofstrategies.Groupmemberswillfindwhatworksbestfortheirgroup.
StrategyOne
UsetheCommonBodyofKnowledge(studyguide).Dividethematerialupinmanageablesectionstobe
covered each week. Some groups prefer that all members cover all of the sections. The group then
meets to review the responses. Other groups like to divide the work among the members; each

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member must be willing to complete the assigned task. Otherwise, the study group concept does not
workbecauseonlyoneortwomembersarecommittedtogroupwork.
StrategyTwo
Whenthegoinggetstough,thetoughgetgoing!Thinkofyourgroupasthetoughones.Twomembers
may find some material very difficult while the others understand it. Next time, the opposite situation
may occur. In a study group the "teachers" frequently change. This is a GOOD because you want to
learn from each other. It is helpful to decide in advance which are the really tough concepts. Each
memberisthenbetterpreparedtocometothegroupwithquestionsorexamples/explanationstohelp
everyoneunderstandthematerial.
StrategyThree
Develop the art of questioning and quiz each other on the material. Remember that test questions do
not always end with question marks. There may be such questions as multiple choice, identification of
terms,true/false,listing,andlabelingofdiagramsorpictures.
Test questions are also at different levels. Some questions merely require that you memorize
accurately. For example, you may need to provide the definition of terms; this task requires you to
memorize the specific definition for the discipline. Other questions require higher levels of thinking.
Group members should bring a set number of questions to the session (remember group, not
individual,effort)andallmemberscantaketurnsinsubmittingtheirsettotheentiregroup.
Ifthedevelopmentoftestquestionsseemsdifficult,visittheQAIWebsitehttp://www.qaiworldwide.org
foralistofFederatedChapters.SomeChapterslistresourcesonlineincludingsamplestudyquestions.
QAIalsooffersresourcestoaidindividualspreparingforcertificationexams.Visitouronlinebookstore
(http://www.qaiworldwide.org/bookstore/index.html)
StrategyFour
Mostpeopleenjoyplayinggames.AneasytodevelopyetfungameisaJeopardystylegameinyour
subjectarea.Thisstrategyisgreatforreviewbeforetests.Thegamemovesquicklyandisan
interestingwaytotesttheunderstandingofconcepts.
Toequalizetheorganizingtasksforthegame,achapterorportionsofachaptercaneasilybeassigned
toindividualgroupmembers.Thegame"inventor"becomestheemceewhileothergroupmembersare
theplayers.Inthisway,everyonegetsachancetoplayandearnpoints.Perhapsthewinnergetsacup
ofcoffeeorcandybardonatedbytheotherteammembers.Becreativeandenjoy.
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SuggestedStudyGroupTimeline
ThefollowingexcerptwastakenfromtheSeattleAreaSoftwareQualityAssuranceGroup(SASQAG)
website.Itisanexcellentmodelforconductingastudygroup,oncetheinitialplanninghasbeen
completed.
Here'showthestudygroupgenerallyworks
1)RegistertotaketheexamwithQAI.Seewww.softwarecertifications.orgfordetails.
Youwillneedyourstudyguidewithyouforthestudygroup.Astudyguideisanecessary
partofthestudygroup.Ifyoudonothaveoneyet,itmaybenecessarytolinkupwith
anotherparticipanttomakecopiesofanypartsyougetassigned.
2)Attendtheinitialstudygroupmeeting/orientation.Thegroupleadergenerallyfacilitatesthe
firstmeeting.Itshouldtakeabout2hours.Thefollowingshouldbeaccomplished:
Setthescheduleoffuturemeetingtimesforthegroup
Decidewhoshallbethegroupcoordinator/maincontact
Performawalkthroughofthestudyguideshighlightingwhatareasaremorecriticaltocover
&somerecommendationsonhowthegroupcanbreakdownthework.
OrientationAgenda:
1)Introductions:Name,Company,WhichExamyouaretaking,andalittlebitaboutyourself.
2)Decidewhethertwogroupsareforming(oneCSQA,oneCSTE)ortokeepitasonegroup.
3)Decideonwhowillbeyourgroup'smainpointofcontact/coordinator:
Putaphone/emaillisttogether
Participantswouldcallifcan'tmakeameeting
Getsthegroup'smeetinggoing,timekeeper,etc.
4)Performthewalkthroughofthestudyguides(thiswilltakemostofthemeeting)
Identifysectionsgoodforindividualassignment&presentationtothegroup
Identifysectionsgoodforgroupassignment&discussion
Identifycriticalsectionsvs.noncriticalsections
Makepossibleassignments(thoughcanbedoneatthefirstmeetingalso)
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5)Setthefutureschedule&meetinglocationforthegroup
RecommendSaturdaymorningsessions:3hourseach
Recommendalocallibrarysetting
Thegroupcanmakethedecisionbasedonthelevelofcommitment
6)Adjourn
Nextmeetingrunbythegroup'scoordinator.
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CoveringtheCSQAMaterial
TobetterpreparefortheCertificationexam,QAIsuggeststhatstudygroupsassignaperson(orpersons)
toeachofthefollowingtasks:
1. Prepareaseriesofelectronicflashcardstohelpmemorizeprinciples,conceptsandvocabulary
presentedintheSkillCategory.AMicrosoftPowerPointFlashcardcanbeusedtohelpwith
thistask.
2. UseanInternetsearchenginetolocatesitesthatdiscussthemainprinciplesandconcepts
presentedintheSkillCategory.
3. OutlinetheCBOKSkillCategoryincorporatingitemsfromtheSelfAssessmentintothereview
outline.
4. Generateaseriesof10multiplechoicequestionsbasedonthematerialintheCBOKSkill
Categorybeingstudied.
5. Locateabookthatfocusesononeofthekeyprinciplesorconceptsbeingstudiedandprovidea
bookreporttothegroup
Theseassignmentscanberotatedtodifferentindividuals/groupsforeachSkillCategorysothat
everyoneinthegrouphasanopportunitytolearnallthetasks.

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CSQAWeek1
o Readpages11through113
o Listthevocabularywordsandconceptsthatarenewtoyouordifferentfromyourcurrent
understanding.
o Reviewthefollowingskilldescriptions.Basedonyourunderstandingoftheskill,assessyour
competencyintheskillandplaceacheckintheappropriatecolumn.Reviewthoseareasto
moveanyNoneorSomecheckmarkstotheYesblock.
SkillCategory1QualityPrinciplesandConcepts
CompetencyRating
Skill# SkillDescription Full Some None
1.1
VocabularyofQuality
Understandthevocabularyofquality

1.2
TheDifferentViewsofQuality
Thetwoqualitygaps

1.3 Qualityattributesforaninformationsystem
1.4
QualityConceptsandPractices
PDCACycle

1.5 Costofquality
1.6 Sixsigmaquality
1.7 Baseliningandbenchmarking
1.8 Earnedvalue
1.9
QualityControlandQualityAssurance
Understandqualitycontrolandqualityassurance

1.10 UnderstandingandusingtheJustinTime(JIT)Technique
1.11 DifferentiatingbetweenQualityControlandQualityAssurance
1.12
QualityPioneersApproachtoQuality
IncludesDr.W.EdwardsDeming,PhilipCrosby,andDr.Joseph
Juran

1.13 TotalQualityManagement
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CSQAWeek2
understanding.
o ReviewtheskilldescriptionsfromWeek1.Basedonyourunderstandingoftheskill,assessyour

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CSQAWeek3
o ReadSkillCategory2
understanding.
SkillCategory2QualityLeadership
CompetencyRating
2.14
LeadershipConcepts
Executiveandmiddlemanagementcommitment

2.15 QualityChampion
2.16 NewBehaviorsforManagementtraditionalmanagement
versusqualitymanagement,leadership,theimportanceof
establishingmentoringrelationships,andestablishingtrust

2.17 Empowermentofemployees
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 Opencommunication
2.26 Implementingamission,avision,goals,valuesandaquality
policy

2.27 Monitoringcompliancetoorganizationalpoliciesand
procedures

2.28 Enforcementoforganizationalpoliciesandprocedures
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CSQAWeek4
understanding.
SkillCategory3QualityBaselines
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
SoftwareEngineeringInstituteCapabilityMaturityModel/CMMI

3.41 MalcolmBaldrigeNationalQualityAward
3.42 ISO9001:2000
3.43 ISO/IEC12207
3.44 ISO/IECTR15504
3.45 Postimplementationaudits

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CSQAWeek5
understanding.
SkillCategory4QualityAssurance
CompetencyRating
4.46
EstablishingaFunctiontoPromoteandManageQuality
Thechallengesofimplementingaqualityfunction

4.47 Howthequalityfunctionmaturesovertime
4.48 Supportincorporatequalitymanagementenvironment
4.49 ImplementinganITqualityfunction
4.50
QualityTools
Managementtools

4.51 Statisticaltools
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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CSQAWeek6
understanding.
SkillCategory5QualityPlanning
CompetencyRating
5.59
PlanningConcepts
Themanagementcycle

5.60 Theplanningcycle
5.61
IntegratingBusinessandQualityPlanning
Thefallacyofhavingtwoseparateplanningprocesses

5.62 PlanningshouldbeasingleITactivity
5.63 PrerequisitestoQualityPlanning
5.64
ThePlanningProcess
Planningprocessoverview

5.65 Thesixbasicplanningquestions
5.66 Thecommonactivitiesintheplanningprocess
5.67
PlanningtoMatureITWorkProcesses
QAImodelandapproachtomatureITworkprocesses

5.68 Howtoplanthesequenceforimplementingprocessmaturity
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CSQAWeek7
understanding.
SkillCategory6Define,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
Planningprocesses:
Processinventory

6.77 Processmapping
6.78 Processplanning
6.79
Doprocesses:
Processdefinition

6.80
Checkprocesses:
Identifycontrolpoints

6.81 Processmeasurement
6.82 Testing
6.83
Actprocesses:
Processimprovementteams

6.84 Processimprovementprocess
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CSQAWeek8
understanding.
SkillCategory7QualityControlPractices
CompetencyRating
7.85
TestingConcepts
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
SkillCategory7QualityControlPractices
CompetencyRating

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7.99 Buildthesystemtestplan
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
understanding.
SkillCategory8MetricsandMeasurement
CompetencyRating
8.111
MeasurementConcepts
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
SkillCategory8MetricsandMeasurement
CompetencyRating

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8.124 Variationandprocessimprovement
8.125 Processcapability
8.126
RiskManagement
Definingrisk

8.127 Characterizingrisk
8.128 Managingrisk
8.129 Softwareriskmanagement
8.130 Risksofintegratingnewtechnology
8.131
ImplementingaMeasurementProgram
Theneedformeasurement

8.132 Prerequisites
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CSQAWeek10
understanding.
SkillCategory9InternalControlandSecurity
CompetencyRating
9.133
PrinciplesandConceptsofInternalControl
Internalcontrolandsecurityvocabularyandconcepts

9.134 Preventive,detective,andcorrectivecontrols
9.135
RiskandInternalControlModels
COSOenterpriseriskmanagement(ERM)model

9.136 COSOinternalcontrolframeworkmodel
9.137 CobiTmodel
9.138
BuildingInternalControls
Performriskassessment

9.139
BuildingAdequateSecurity
Wherevulnerabilitiesinsecurityoccur

9.140 Establishingasecuritybaseline
9.141 Securityawarenesstraining
9.142 Securitypractices
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CSQAWeek11
understanding.
SkillCategory10Outsourcing,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 EvaluatePeopleFit
10.151 AcceptanceTesttheSoftwareProcess
10.152
SelectingSoftwareDevelopedbyOutsideOrganizations
Contractinglifecycle

10.153 Developingselectioncriteria
10.154
ContractingforSoftwareDevelopedbyOutsideOrganizations
Contractnegotiations

10.155
OperatingforSoftwareDevelopedbyOutsideOrganizations
Acceptancetesting

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CoveringtheCSTEMaterial
TobetterpreparefortheCertificationexam,QAIsuggeststhatstudygroupsassignaperson(orpersons)
toeachofthefollowingtasks:
1. Prepareaseriesofelectronicflashcardstohelpmemorizeprinciples,conceptsand
vocabularypresentedintheSkillCategory.AMSPowerPointFlashcardtemplatehasbeen
providedtohelpwiththistask.
2. UseanInternetsearchenginetolocatesitesthatdiscussthemainprinciplesandconcepts
presentedintheSkillcategory.
3. OutlinetheCBOKSkillCategoryincorporatingitemsfromtheSelfAssessmentintothe
reviewoutline.
4. Generateaseriesof10multiplechoicequestionsbasedonthematerialintheCBOKSkill
Categorybeingstudied.
5. Locateabookthatfocusesononeofthekeyprinciplesorconceptsbeingstudiedand
provideabookreporttothegroup
Theseassignmentscanberotatedtodifferentindividuals/groupsforeachSkillCategorysothat
everyoneinthegrouphasanopportunitytolearnallthetasks.

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CSTEWeek1
o Listthevocabularywordsandconceptsthatarenewtoyouordifferentfromyourcurrentunderstanding.
o Reviewthefollowingskilldescriptions.Basedonyourunderstandingoftheskill,assessyourcompetency
intheskillandplaceacheckintheappropriatecolumn.ReviewthoseareastomoveanyNoneorSome
checkmarkstotheYesblock.
SkillCategory1QualityPrinciplesandConcepts Competency
Rating

1.001 Vocabulary
QualityAssuranceversusQualityControl

1.002 TheCostofQuality
1.003 SoftwareQualityFactors
1.004 HowQualityisDefined
1.005 WhyDoWeTestSoftware?
DevelopersarenotGoodTesters

1.006 WhatisaDefect?
1.007 WhatisQualitySoftware?
1.008 WhyDoesaDevelopmentProcessProduceDefects?
1.009 ReducingtheFrequencyofDefectsinSoftwareDevelopment
1.010 TheMultipleRolesoftheSoftwareTester
PeopleRelationships

1.011 ScopeofTesting
1.012 WhenShouldTestingOccur?
CompetencyRatingTotals(totaleach ineachcolumn):
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CSTEWeek2
SkillCategory1QualityPrinciplesandConcepts Competency
Rating

1.013 HowtheTestPlanShouldbeDeveloped
1.014 TestingConstraints
1.015 LifeCycleTesting
1.016 TestMatrices
CascadingTestMatrices

1.017 IndependentTesting
1.018 TestersWorkbenchWhatisaProcess?
1.019 LevelsofTestingTheVConceptofTesting
1.020 TestingTechniquesStructuralversusFunctionalTechniqueCategories
1.021 VerificationversusValidation
1.022 StatusversusDynamicTesting
1.023 ExamplesofSpecificTestingTechniques
1.024 CombiningSpecificTestingTechniques
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CSTEWeek3
SkillCategory2QualityLeadership Competency
Rating

2.025 ManagementSupport
ManagementTone

2.026 IntegrityandEthicalValues
2.027 CommitmenttoCompetence
2.028 ManagementsPhilosophyandOperatingStyle
2.029 OrganizationalStructure
2.030 TestWorkProcesses
TheImportanceofWorkProcesses

2.031 ResponsibilityforBuildingWorkProcesses
2.032 DevelopingWorkProcesses
2.033 TestersWorkbench
2.034 AnalysisandImprovementoftheTestProcess
2.035 TestTools
ToolDevelopmentandAcquisition

2.036 ToolUsage
2.037 TestersCompetency
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CSTEWeek4
SkillCategory3QualityBaselines Competency
Rating

3.038 TestAdministration
TestPlanning

3.039 CustomizationoftheTestProcess
3.040 Budgeting
3.041 Scheduling
3.042 Staffing
3.043 TestSupervision
CommunicationSkills

3.044 NegotiationandComplaintResolutionSkills
3.045 Judgment
3.046 ProvidingConstructiveCriticism
3.047 ProjectRelationships
3.048 ProjectRelationships
3.049 TestLeadership
ChairingMeetings

3.050 TeamBuilding
3.051 QualityManagementOrganizationalStructure
3.520 CodeofEthics

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3.053 ManagingChange
SoftwareConfigurationManagement

3.054 ChangeManagement
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CSTEWeek5
SkillCategory4QualityAssurance Competency
Rating

4.055 RiskConceptsandVocabulary
4.056 RisksAssociatedwithSoftwareDevelopment
4.057 RisksAssociatedwithSoftwareTesting
PrematureReleaseRisk

4.058 RiskAnalysis
RiskAnalysisProcess

4.059 RiskManagement
RiskReductionMethods

4.060 ContingencyPlanning
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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4.068 WritetheTestPlan
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CSTEWeek6
SkillCategory5QualityPlanning Competency
Rating

5.069 TestCaseDesign
FunctionTestCases

5.070 StructuralTestCases
5.071 ErroneousTestCases
5.072 StressTestCases
5.073 TestScripts
5.074 UseCases
5.075 BuildingTestCases
ProcessforBuildingTestCases

5.076 ExampleofCreatingTestCasesforaPayrollApplication
5.077 TestCoverage
5.078 PerformingTests
Platforms

5.079 TestCycleStrategy
5.080 UseofToolsinTesting
5.081 PerformTests
5.082 WhenisTestingComplete?
5.083 GeneralConcerns

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5.084 RecordingTestResults
ProblemDeviation

5.085 ProblemEffect
5.086 ProblemCause
5.087 UseofTestResults
5.088 DefectManagement
DefectNaming

5.089 TheDefectManagementProcess
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CSTEWeek7
SkillCategory6Define,Build,Implementand
ImproveWorkProcesses
Competency
Rating

6.090 PrerequisitestoTestReporting
DefineandCollectTestStatusData

6.091 DefineTestMetricsusedinReporting
6.092 DefineEffectiveTestMetrics
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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6.105 ReportingTestResults
CurrentStatusTestReports

6.106 FinalTestReports
6.107 GuidelinesforReportWriting
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CSTEWeek8
SkillCategory7QualityControlPractices Competency
Rating

7.108 AcceptanceTestConceptsDifferencebetweenAcceptance
TestandSystemTest

7.109 RolesandResponsibilities
UsersRole

7.110 SoftwareTestersRole
7.111 AcceptanceTestPlanning
AcceptanceCriteria

7.112 AcceptanceTestPlan
7.113 UseCaseTestData
7.114 AcceptanceTestExecution
ExecutetheAcceptanceTestPlan

7.115 AcceptanceDecision
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CSTEWeek9
SkillCategory8MetricsandMeasurement Competency
Rating

8.116 ChallengesinTestingAcquiredSoftware
PurchasedCOTSSoftware

8.117 ContractedSoftware
8.118 COTSSoftwareTestProcessAssureCompletenessofNeeds
Specification

8.118 DefineCriticalSuccessFactor
8.120 DetermineCompatibilitywithYourComputerEnvironment
8.121 AssuretheSoftwarecanbeIntegratedintoYourBusiness
SystemWorkFlow

8.122 DemonstratetheSoftwareinOperation
8.123 EvaluatethePeopleFit
8.124 AcceptanceTesttheCOTSSoftware
8.125 ContractedSoftwareTestProcess
AssuretheProcessforContractingSoftwareisAdequate

8.126 ReviewtheAdequacyoftheContractorsTestPlan
8.127 AssureDevelopmentisEffectiveandEfficient
8.128 PerformAcceptanceTestingontheSoftware
8.129 IssueaReportontheAdequacyoftheSoftwaretoMeetthe
NeedsoftheOrganization

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8.130 EnsureKnowledgeTransferOccursandIntellectualProperty
RightsareProtected

8.131 IncorporateCopyrightedMaterialintotheContractors
Manuals

8.132 AssuretheOngoingOperationandMaintenanceofthe
ContractedSoftware

8.133 AssuretheEffectivenessofContractualRelations
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CSTEWeek10
SkillCategory9InternalControlandSecurity Competency
Rating

9.134 PrinciplesandConceptsofInternalControl
Internalcontrolresponsibilities

9.135 SoftwareTestersInternalControlsResponsibilities
9.136 InternalAuditorsInternalControlResponsibilities
9.137 RiskversusControl
9.138 EnvironmentalversusTransactionProcessingControls
9.139 Preventive,DetectiveandCorrectiveControls
9.140 COSOEnterpriseRiskManagement(ERM)Model
9.141 COSOInternalControlFrameworkModel
9.142 CobiTModel
9.143 TestingInternalControls
PerformRiskAssessment

9.144 TestTransactionProcessingControls
9.145 TestingSecurityControls
Task1WhereSecurityisVulnerabletoPenetration

9.146 Task2BuildingaPenetrationPointMatrix
9.147 Task3AssessSecurityAwarenessTraining
9.148 Task4UnderstandtheAttributesofanEffectiveSecurity
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Control
9.149 Task5SelectingTechniquestoTestSecurity
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CSTEWeek11
SkillCategory10Outsourcing,COTS,andContracting
Quality
Competency
Rating

10.150 RisksAssociatedwithNewTechnology
10.151 NewerITTechnologythatImpactSoftwareTesting
WebBasedApplications

10.152 DistributedApplicationArchitecture
10.153 WirelessTechnologies
10.154 NewApplicationBusinessModels
10.155 NewCommunicationMethods
10.156 WirelessLocalAreaNetworks
10.157 NewTestingTools
10.158 TestingtheEffectivenessofIntegratingNewTechnologies
DeterminetheProcessMaturityLeveloftheNewTechnology

10.159 TesttheControlsoverImplementingtheNewTechnology
10.160 TesttheAdequacyofStaffSkillstoUsetheTechnology

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