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Exam Number : ASTQB-CMT
Exam Name : ASTQB Certified Mobile Tester
Vendor Name : ASTQB
Update : Click Here to Check Latest Update
Question Bank : Check Questions

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ASTQB-CMT test Format | ASTQB-CMT Course Contents | ASTQB-CMT Course Outline | ASTQB-CMT test Syllabus | ASTQB-CMT test Objectives


Exam Code : ASTQB-MT

Exam Name : ASTQB Certified Mobile Tester

Exam Duration : 60 Minutes

Number of Questions : 40

Passing Score : 65%

Format : Multiple Choice Questions



Learning Objectives for Introduction to Mobile Testing

1.2 Expectations from Mobile Users

MOB-1.2.1 (K2) Explain the expectations for a mobile application user and how this affects test prioritization

1.3 Challenges for Testers

MOB-1.3.1 (K2) Explain the challenges testers encounter in mobile application testing and how the environments and skills must change to address those challenges

MOB-1.3.2 (K2) Summarize the different types of mobile applications

1.5 Equipment Requirements

MOB-1.5.1 (K2) Explain how equivalence partitioning can be used to select devices for testing

1.6 Lifecycle Models

MOB-1.6.1 (K2) Describe how some software development lifecycle models are more appropriate for mobile applications



Mobile applications generally fall into two categories, those developed specifically to be native mobile
applications and those that were designed to be viewed through a web browser on a mobile device.
From the users viewpoint, there is no difference, although some browser-based applications may be
optimized for the mobile device providing a richer (or at least more readable) user experience. From
the developers and testers viewpoint, there are different challenges, goals and success criteria. This
syllabus is focused on the applications specifically developed for use by a mobile device although
there will be some discussion about applications that have become mobile despite the original
intentions.

Mobile devices include any of the so-called hand-held devices including (dumb) mobile phones, smart
phones and tablets/netbooks as well as devices that have been created for a specific use such as ereaders or a device used by a parcel delivery service that allows the driver to record delivery, the customer to sign and an image to be taken documenting the delivery. Mobile devices also extend to
wearable items such as smart watches and glasses that allow access to specific applications and may
include additional native functionality, such as telling time or improving vision. While some of the
mobile application testing concepts discussed in this syllabus are applicable to wearable devices,
wearable devices are not the focus of this syllabus.
The field of mobile devices is continually expanding as new uses are devised and devices are created
to support those uses



COURSE OUTLINE, COURSE CONTENTS, SYLLABUS



Introduction to Mobile Testing

Expectations from Mobile Users
- Explain the expectations for a mobile application user and how this affects test prioritization Challenges for Testers

- Explain the challenges testers encounter in mobile application testing and how the environments and skills must change to address those challenges

- Summarize the different types of mobile applications

Equipment Requirements - Explain how equivalence partitioning can be used to select devices for testing

Lifecycle Models - Describe how some software development lifecycle models are more appropriate for mobile applications

Test Planning and Design

Identify Functions and Attributes

- Explain why use cases are a good source of testing requirements for mobile applications

Identify and Assess Risks

- Describe different approaches to risk analysis

Determine Coverage Goals

- Explain how coverage goals will influence the level and type of testing to be conducted

Identify Test Conditions and Set Scope

- Describe how test analysts should take the device and application into consideration when creating test conditions

Quality Characteristics for Mobile Testing

Functional Testing - For a given mobile testing project apply the appropriate test design techniques

- Recall the purpose of testing for the correctness of an application

- Explain the important considerations for planning security testing for a mobile application

- Summarize the concepts of perspectives and personas for use in mobile application testing

- Summarize how device differences may affect testing

- Explain the use of Teststorming for deriving test conditions

Non-Functional Testing - Create a test approach that would achieve stated performance testing goals

- Recall aspects of the application that should be tested during performance testing

- Explain why real devices are needed when simulators are used for testing

- For a given mobile testing project, select the appropriate criteria to be Tested with usability testing

- Explain the challenges for portability and reliability testing mobile applications

Environments and Tools

Tools - Recall the expected capabilities for mobile application testing tools

- Explain the use of generic tools in testing mobile applications

Environments and Protocols - Recall the sources of data for a mobile application

Specific Application-Based Environment Considerations

- Explain the differences between browser-based and native device applications

Real Devices, Simulators, Emulators and the Cloud

- Explain why testing is not conducted entirely on real devices

- For a given mobile testing project, determine how and when to use simulators/emulators during testing

- Recall how to verify the reliability of a simulator/emulator

- For a given mobile testing project, determine how and when to use cloud-based testing

Performance Test Tools and Support - Explain how the cloud can be used to support performance testing

- Explain the types of data a performance tool needs to be able to create and track

Future-Proofing

Expect Rapid Growth - Recall ways in which the mobile application and device market will expand

- Recall areas in which user expectations will increase

Build for Change - Summarize the considerations for building a flexible testing framework

- Analyze a given mobile testing project and determine the appropriate activities to reduce maintenance costs while enabling wide product adoption

Plan for the Future - Explain how lifecycle models are likely to change and how this will affect testing

Anticipating the Future - Recall the ways in which testers will need to adapt



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ASTQB ASTQB-CMT syllabus

 

path Syllabus information | Killexams.com Resources

research suggests that syllabi can raise pupil motivation and create equitable getting to know environments through transparency about key expectations for scholar gaining knowledge of and engagement. consistent with the college’s path Syllabus policy, all courses at Saint Louis institution are expected to have a syllabus, and all syllabi are anticipated to give students with simple counsel about key elements of the direction.

beneath are the required syllabus accessories for all SLU courses, in addition to suggested syllabus add-ons and different concerns that may increase syllabi. click the down arrows next to every header to expand the text and be taught extra. 

Please be aware: tutorial units and programs (like the school Core) may additionally require you to include more information for your syllabus. Please discuss with software leaders if you'd like counsel about extra, program-particular syllabus content material remember to encompass. 

Required Syllabus accessories

The university's route Syllabus policy aims to make certain that all students have entry to consistent tips about their classes and about tuition-level policies. The policy identifies 9 add-ons that ought to be a part of each direction syllabus. These 9 components constitute a minimum; tutorial devices may require further add-ons, and instructors can also decide to encompass different information. The coverage specifies the advice that should be included in each course syllabus, however doesn't dictate a selected layout or order for a way this information is introduced in a syllabus.  academic gadgets may require extra components to be protected in path syllabi, and individual instructors definitely will need to add other course-specific information, as neatly. Required syllabus statements can be found as a module in the Canvas Commons, for those that need to import the statements without delay into their Canvas classes. click on here for a printer-friendly edition.

1. direction tips

a. course number/sectionb. path assembly time(s) [if applicable]c. region [if applicable]d. Pre-requisites/Co-requisites [if applicable]e. Catalog route Description

2. teacher assistance

a. teacher name (including TA and peer instructors, if applicable)b. where, when, and how to contact the teacher

3. studying

a. checklist course researching results, objectives, and/or expertise

4. Required substances and/or machine

a. Textbooks and/or direction textsb. other materials and/or machine (e.g., calculators, paintings substances, lab safeguard equipment, clinical equipment, hardware necessities, utility access, virtual proctoring requirements, digital storage contraptions, special clothing, musical instruments, and many others.)

5. evaluation and Grading

a. list of accessories on which students should be evaluated (e.g., checks, initiatives, essays, participation, displays, and so on.)b. Grading scale(s) governing the coursec. coverage on late or lacking work/examsd. Penalties on neglected courses and/or tardiness [if applicable]e. Catalog path Description

eight. incapacity lodgings

Insert and/or link to the necessary disability lodgings Syllabus StatementNote: as a result of accreditation necessities, regulatory transformations, and/or region-certain components, the school of legislation, the college of medicine, and SLU Madrid have their personal commonplace language for syllabus statements related to disability accommodations. college in those contraptions may still searching for tips for syllabus necessities from their dean's office.

9. Title IX

Insert and/or hyperlink to the necessary Title IX Syllabus StatementNote: because of accreditation necessities, regulatory variations, and/or location-certain substances, the college of legislations, the college of drugs, and SLU Madrid have their own general language for syllabus statements concerning Title IX. school in these units may still searching for suggestions for syllabus necessities from their dean's office.

advised Syllabus accessories

in addition to the 9 required components listed above, many instructors additionally locate it effective to include counsel about or counsel on more than a few other issues. right here record is drawn from regular practices at SLU, as well as from the literature on helpful syllabus building and on creating inclusive courses that help student getting to know and success. This checklist is by no ability exhaustive or so as of priority. word: For some tutorial contraptions, objects on this checklist additionally can be required. click on right here for a printer-pleasant version.

other course tips
  • An extended description of the route, its priorities, key ideas, etc.
  • route agenda with due dates for assignments, exams, reading, and other actions
  • Disclaimer concerning the possibility of changes to the path time table
  • tips about getting to know actions/Assignments
  • Description of casual studying activities college students will interact in (e.g., informal in-classification actions, participation expectations, provider-gaining knowledge of experiences, and so on.)
  • Articulation of the link between route assignments/actions and state gaining knowledge of outcomes, objectives, and/or capabilities
  • additional info about academic Honesty
  • Unit-stage tutorial honesty policies and practices [if applicable]
  • course-certain assistance on tutorial honesty
  • Statements of knowledgeable ethics or codes of behavior [if applicable]
  • other path-certain suggestions
  • Insert a basic needs security syllabus commentary (like this one, which became developed at SLU to alert college students to campus components for issues like meals and take care of insecurity)
  • course etiquette/civility policies or different expectations about interactions between and among individuals of the category
  • With a major number of SLU lessons now being carried out by means of quite a few distance training modalities, a college-wide suggested syllabus commentary on distance schooling etiquette is warranted. This remark is counseled for all syllabi for all courses in any respect locations (except the Madrid Campus) offered via the schools/colleges and other educational instruments reporting to the tuition Provost.
  • guidance about what is going to turn up in instances of inclement weather
  • tips about valuable safeguard/safety protocols and techniques (e.g., region of eye wash stations, active shooter response, and so on.)
  • distinction between "excused" and "unexcused" absences [if applicable and consistent with University attendance policy]
  • observation that pupil work in the path could be used in route/application exam
  • assistance about requirements for experiential/off-campus studying (e.g., liability waiver, heritage assess, internship studying contract, carrier expectations, and so forth.)
  • other considerations for path Syllabi

    below are further tips drawn from the literature on positive syllabus development and adopted by some SLU instructors. The Reinert core for Transformative instructing and researching can aid instructors who need to be trained extra about items on this checklist. The Reinert center web page also can also give more information about these considerations. click on right here for a printer-friendly version.

    believe including a photograph Syllabus

    A photograph/visual illustration of the essential add-ons of a course can help students connect with the larger goal of a course and/or to more desirable take into account the relationships among the add-ons of the direction. learn extra concerning the content of a photograph syllabus right here.

    Share your educating Philosophy

    Sharing a quick description of your philosophy of teaching may give students a means of knowing what they will experience on your route and why.

    Articulate What Constitutes Engagement for your path

    Explaining what constitutes successful "engagement" or "participation" in your route helps to make those expectations express and visual for all inexperienced persons. This will also be primarily effective for first-technology and foreign college students, as well as others whose backgrounds might also now not have prepared them well to bear in mind the "hidden guidelines" of a hit academic engagement.

    Share counsel for fulfillment

    consider sharing assistance for the way to be a hit within the path. for example, you may supply counsel on useful examine thoughts in your particular content material area or suggestions for the way to examine route content material comfortably. common study or studying concepts can also not work to your specific discipline or the kinds of ideas or texts you train. Being transparent about what a success students do to your direction or your self-discipline can support students meet your high expectations.


     

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