ISEB FSDEV : BCS Foundation Certificate in Systems Development Exam

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Exam Number : FSDEV
Exam Name : BCS Foundation Certificate in Systems Development
Vendor Name : ISEB
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FSDEV test Format | FSDEV Course Contents | FSDEV Course Outline | FSDEV test Syllabus | FSDEV test Objectives

One hour 'closed book' with 40 multiple choice questions
Pass mark is 65% (26/40)
Specific learning objectives
A comprehensive range of Topics are covered, including:
Introduction to systems development
Life cycle types and their rationales
Business analysis
Requirements engineering
Making a business case
Programming and development approaches
Systems modelling and specification techniques
Systems design
System architecture
Quality and testing
Implementation and changeover
Evaluation and maintenance
Software support tools

Introduction to Systems Development (5%, K2) 7
2. Lifecycle types and their rationales (10%, K2) 7
3. Business Analysis (5%, K2) 8
4. Requirements Engineering (10%, K2) 8
5. Making a Business Case (10%, K3) 9
6. Programming and Development Approaches (10%, K2) 10
7. Systems Modelling and Specification Techniques (10%, K2) 10
8. Systems Design (10%, K2) 11
9. System Architecture (5%, K2) 12
10. Quality and Testing (10%, K2) 13
11. Implementation and Changeover (5%, K2) 14
12. Evaluation and Maintenance (5%, K2) 15
13. Software Support Tools (5%, K2)

This BCS Foundation Certificate in Systems Development is designed for anyone involved in or affected by the development of IS/IT systems: this extends to Business and Systems Analysts, Designers, Developers, Testers and other users and practitioners who want an understanding of the coverage of Systems Development. Candidates will be able to demonstrate an understanding of the principles systems development and delivery, including, life cycle approaches, architecture, business analysis, requirements engineering, systems modelling, design, development, testing, implementation and communication between the various roles involved in systems development and delivery.
This test sits below the range of BCS modular Certificates in Systems Development and the BCS Diploma in Solution Development. It can be used to provide a foundation in the subject for specialists in other disciplines.
A pass in this Certificate is an optional requirement of the BCS International Diploma in Systems Development, for candidates wishing to follow that certification pathway later.

Specific Learning Objectives
A comprehensive range of Topics are covered, including:
=> Introduction to Systems Development
=> Life Cycle types and their Rationales
=> Business Analysis
=> Requirements Engineering
=> Making a Business Case
=> Programming and Development Approaches
=> Systems Modelling and Specification Techniques
=> Systems Design
=> System Architecture
=> Quality and Testing
=> Implementation and changeover
=> Evaluation and maintenance
=> Software Support Tools

For each top-level area of the syllabus a percentage and K level is identified. The percentage is the test coverage of that area, and the K level identifies the maximum level of knowledge that may be examined for that area.
1. Introduction to Systems Development (5%, K2)
The objective is to understand the scope of systems development work and its relationship to other associated disciplines.
1.1 What is systems development
1.2 The scope of systems development
1.3 Relationship with other disciplines such as project management, programming, testing, service management, change and configuration management
2. Lifecycle types and their rationales (10%, K2)
The objective is to understand the range of systems development lifecycles, their application, advantages and disadvantages. 2.1 Systems Development Lifecycles
=> Waterfall model
=> V model
=> Incremental model
=> Spiral model
=> Unified Process
2.2 For each lifecycle
=> Principles and rationale
=> Structure and stages
=> Advantages
=> Disadvantages
=> Selection criteria
=> Team roles and responsibilities
2.3 Adaptation and customisation of the lifecycles
2.4 Project management and the lifecycles
=> Responsibilities of project managers in systems development
=> Difference between project life cycles and systems development life cycles

3. Business Analysis (5%, K2)
The objective is to understand the objectives, activities and deliverables of business analysis
3.1 Definition of Business Analysis
3.2 Holistic discipline
=> Focus on business problems and opportunities
=> Bridge between business and IT
3.3 Place of Business Analysis in the development lifecycle
=> Feasibility study
=> Requirements analysis
=> User acceptance testing
=> Implementation
=> Post-implementation review/benefits realisation
3.4 Outcomes from Business Analysis
=> People change
=> Process change
=> IT/IS change
=> Organisation change
4. Requirements Engineering (10%, K2)
The objective is to understand the core activities of the requirements engineering approach
and the techniques used to define, document and manage requirements.
4.1 Key areas of Requirements Engineering
=> Requirements elicitation
=> Requirements analysis
=> Requirements negotiation
=> Requirements documentation
=> Requirements validation
4.2 Techniques for requirements elicitation
=> Workshops
=> Interviews
=> Observation
=> Questionnaires
=> Scenarios
=> Prototyping
=> Document analysis
4.3 For each elicitation technique
=> Purpose of the technique
=> Advantages
=> Disadvantages
4.4 Types of requirements
=> Functional
=> Non-functional
4.5 Prioritising requirements
=> Reasons for prioritisation
=> Approach to prioritisation
4.6 Managing requirements
=> Recording requirements documentation
=> Change control
=> Version control
=> Traceability
=> CASE tools
4.7 Analysing and validating requirements
=> Feasibility checking
=> Ensuring the consistency and correctness of the requirements
=> The validation process and roles
=> Responsibilities of the reviewers
5. Making a Business Case (10%, K3)
The objective is to understand the purpose of producing a business case and the structure and contents of a business case.
5.1 Feasibility checking
=> Business feasibility
=> Technical feasibility
=> Financial feasibility
5.2 Elements of a business case
=> Background and context to the business case
=> Options
=> Costs and benefits for each option
=> Impacts of each option
=> Risks of each option
=> Recommended actions
5.3 Identifying, evaluating and selecting options
5.4 Principles of cost/benefit analysis
5.5 Principles of impact and risk analysis
6. Programming and Development Approaches (10%, K2)
The objective is to appreciate the different approaches to programming and development of software solutions and identify the key features of each.
6.1 Types of development approaches (these are not necessarily mutually-exclusive)
=> Agile Approaches
=> Extreme programming
=> Iterative and incremental approaches (Dynamic Systems
Development Method)
=> Exploratory/empirical approaches (Scrum, Adaptive Systems
Development, Crystal, Lean Development)
=> Feature driven development
=> Test driven development
=> Procedural
=> Waterfall lifecycle
=> Structured Programming
=> Object-Oriented approaches
=> Service Oriented
=> On Demand Software
=> Application Service Provider (ASP)
=> Open source development
=> Commercial off-the-shelf packages (COTS)
7. Systems Modelling and Specification Techniques (10%, K2)
The objective is to understand the importance of modelling and documentation in the systems development process, to identify the different types models and be aware of the various perspectives they address.
7.1 Reasons for modelling
=> To aid communication between actors
=> As a basis for rigorous development
=> To provide a standard approach
=> To ensure consistency across the development
=> To assist in the identification of re-use
=> To compare the current situation with the required
7.2 Modelling from different perspectives
=> Examples of models
=> Modelling perspectives of Why; What; How; When; Who; Where
=> Modelling static data (top down and bottom up)
=> Modelling process and business rules
=> Modelling dynamic behaviour
=> Modelling user interface
7.3 Cross-referencing different modelling perspectives
=> Cross-referencing process and data (e.g. CRUD)
=> Cross-referencing process and objectives
=> Cross-referencing user roles and processes
7.4 Documentation and specification
=> Importance of documentation
=> Documentation configuration management and version control
=> Keeping documentation up to date
8. Systems Design (10%, K2)
The objective is to recognise the fundamental objectives and principles of good systems design.
8.1 The location of systems design in the systems development lifecycle
8.2 The objectives and constraints of systems design
=> Objectives reflect many of the software qualities also identified in section
10. They include the need to deliver required functionality, reliability, maintainability, flexibility, expandability, usability, efficiency, re-usability, testability and adherence to standards
=> Constraints on design include budget, time, skills available, influence of current (legacy) systems, target hardware and software platforms and internal politics
8.3 Input design, input technologies and their application
=> Keyboard input considerations including data validation and data
verification requirements
=> Existence check
=> Range check
=> Format check
=> Cross-field (consistency) check
=> Cost, time and accuracy advantages of direct data input
=> Direct data input technologies including signals, voice, scanning, Optical Character Recognition (OCR), Magnetic Ink Character Recognition (MICR), Optical Mark Recognition (OMR), bar codes, swipe cards and mouse
=> Application of direct data input technologies within given scenarios
8.4 Output technologies and their application (screen and form design is covered in the interface design and usability section of the syllabus)
=> Output design technologies including different types of screens, printers and digital media, public display screens (for example, at bus stops) and mobile telephones
=> Application of output design technologies within given scenarios
8.5 The objectives and principles of process design
=> Stepwise refinement the process of the elaboration of requirements
=> Expressing processes through the constructs of sequence, condition and repetition
=> Modularity and the principles of coupling and cohesion
=> The principles of abstraction, encapsulation and generalisation
8.6 The objectives and principles of data design
=> The aims and principles (but not conduct) of normalisation
=> File organisation methods: serial, sequential, index-sequential and random
=> File access methods: searches, indexes and algorithms
=> Principles of hierarchical, network, relational and object-oriented database
management systems
8.7 The design of codes
=> Factors affecting the design of a successful code, including uniqueness, stability, expandability and length
=> The principles of facetted codes
=> The use and definition of check digits
8.8 The scope and principles of security design
=> Physical security of the computer environment
=> Logical security measures such as passwords
=> Firewalls, anti-virus software and spy-ware
=> The function and content of audit trails
=> Principles of the Computer Misuse Act
=> Principles of the Data Protection Act
9. System Architecture (5%, K2)
The objective is to recognise the importance of a well-developed architecture as an integral
part of good system development.
9.1 Types of architecture
=> Enterprise architecture and IT architecture
=> Systems and application architecture
=> Data architecture
9.2 Objectives and principles of systems architectures
=> What is an IT architecture=>
=> Why is an architecture important=>
=> Underlying principles of architectures
9.3 Stakeholders and roles in architecture
=> Customers and sponsors
=> Service and product providers
=> Designers and developers
=> IT architect
9.4 Management of the architecture
=> Monitoring compliance
=> Handling change
=> Evolution of architecture
9.5 The tiered architecture approach to IT system development
=> The components of an IT architecture
=> Interface, process and data layers
9.6 Service Oriented Architecture and Service Oriented Development Applications
=> Services and technologies
=> Examples of services
10. Quality and Testing (10%, K2)
The objective is to recognise the role of testing through the lifecycle.
10.1 The definition of software quality
=> The need to meet robustness and reliability requirements
=> The need to meet functional requirements
=> The need to meet non-functional requirements, particularly usability
=> The need for inherent software product qualities such as maintainability,
flexibility and efficiency
10.2 The objectives and limitations of testing
=> The causes of software defects and the distinction between errors, faults
and failures
=> The distinction between static and dynamic testing
=> General testing principles
=> Testing shows the presence of defects
=> Exhaustive testing is impossible
=> The principle and benefits of early testing
=> The recognition of defect clustering
10.3 The structure and purpose of the static test stages of the V model
=> Requirements
=> Functional Specification
=> Design Specification
=> Module specification
10.4 The purpose and content of the dynamic test stages of the V model
=> Component (unit) testing
=> Component integration testing
=> System testing
=> Functional testing
=> Non-functional testing
=> User acceptance testing
10.5 Static testing
=> Reviews and the test process
=> Informal review
=> Walkthrough
=> Technical review
=> Inspection
10.6 Dynamic testing
=> Specification-based or black-box techniques
=> Structure-based or white-box techniques
=> Experience-based techniques
10.7 Re-testing (confirmation testing)
10.8 Regression testing
=> Definition and scope of regression testing
=> Opportunities for automating regression testing
11. Implementation and Changeover (5%, K2)
The objective is to recognise the importance of careful implementation.
11.1 The task of file and data conversion
=> Technical feasibility of converting data
=> Alternatives to automatically converting data, such as printing data out and re-entering it
11.2 The principles and problems of data mapping
=> The principles of data mapping
=> Common problems in data mapping, such as field type incompatibility, field
length differences, different field structures and absence of required fields in the current system
=> Approaches to dealing with different field structures (for example, converting from one address field to three address line fields) and issues arising from populating newly defined fields with valid data
11.3 Plan, test and undertake data conversion
=> Plan the steps and the timing of data conversion
=> Write and test the data conversion programs
=> The possible role of an automated test comparator in the testing process
=> Undertake the real conversion of live data
11.4 The role of supporting documentation, including user manuals
=> The role and structure of an online help facility
=> The role and structure of a printed user guide or user manual
=> The role and structure of printed operational manuals
=> The role and structure of technical documentation designed to allow the continuing support of the delivered software
11.5 Approaches to training
=> Conventional lectures and workshops
=> Remote mechanisms, such as web-casts and tele-conferencing
=> Computer-based training (CBT) and e-learning initiatives
11.6 Define training needs and evaluate training effectiveness
=> Identify current and proposed competencies
=> Define an appropriate strategy, using approaches to training (11.5), to support the gaining of proposed competencies
=> Assess the effectiveness of training in supporting these proposed competencies through post-course questionnaires and tests 11.7 Systems implementation
=> The principles of direct changeover/conversion
=> The advantages and disadvantages of direct changeover/conversion within a given scenario
=> The principles of parallel running
=> The advantages and disadvantages of parallel running within a given scenario
=> The principles of pilot running
=> The advantages and disadvantages of pilot running within a given scenario
12. Evaluation and Maintenance (5%, K2)
The objective is to recognise the need to evaluate a delivered system and to enhance it through subsequent maintenance.
12.1 The location of maintenance in the systems development life cycle
=> Maintenance in abbreviated waterfall and V models
=> The explicit reference to maintenance in the b model
=> Maintenance in an iterative environment
12.2 The range of metrics which might be used to evaluate a delivered software product
=> Characteristics of good metrics (for example, quantifiable, relevant, easy to collect)
=> Metrics associated with the business objectives of the project (for example, concerned with improving profitability of the organisation)
=> Metrics associated with the functional fit of the delivered software product (for example, number of corrective maintenance changes raised after implementation)

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ISEB Systems Practice Questions

A support system for principals juggling numerous crises | FSDEV PDF download and Study Guide

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Editor’s observe: This story led off this week’s way forward for researching e-newsletter, which is delivered free to subscribers’ inboxes each other Wednesday with developments and exact stories about training innovation. Subscribe nowadays!

In February 2020, Jacqueline Adam-Taylor accepted a new job almost 2,000 miles faraway from her domestic in Springfield, Massachusetts. She packed up her desk as a high faculty major and moved to castle price, Texas to guide a kindergarten program, just after her new college and others shuttered on account of Covid-19.

The turnaround specialist felt turned around herself. So when Adam-Taylor heard about executive coaching from the nonprofit group The studying Accelerator, she jumped at it.

“They mentioned free, I referred to ‘certain,’ then they talked about government coaching and that i mentioned ‘double bound,’” Adam-Taylor referred to.

The always able for gaining knowledge of network that Adam-Taylor tapped into become born of the world pandemic. Seeing faculty leaders dealing with immediate and apparently-not possible questions surrounding remote getting to know, distancing and more, The gaining knowledge of Accelerator whipped up a professional-bono teaching hotline staffed by using expert consultants.

“We have been seeing overly exhausted leaders making an attempt to form via a field flooded with free materials and a professional carrier sector with untapped competencies,” said Nithi Thomas, a accomplice on the gaining knowledge of Accelerator.

“i love this coaching since it makes it possible for me to take a breath of air and imagine issues that aren’t 6 feet apart, trying out and [planning for] field day.”

Jacqueline Adam-Taylor, a school leader in Texas

With funding from The Walton family basis and Carnegie agency of big apple, the nonprofit created a free device that paired coaches with school leaders who needed customized, instant options. (Carnegie is among the many many funders of The Hechinger file.)

“Leaders might say ‘i would like help’ nowadays and be related with a instruct inside 24 hours,” talked about Kelly Ocasio, a Senior consultant with 2Revolutions LLC, a leaders’ educate with TLA.

among the many first school leaders to use the community closing spring become Donna pass, the director of multi-tiered equipment of helps and social and emotional learning for the Evanston/Skokie school District sixty five in Evanston, Illinois. move crucial to research and plan a Zoom presentation to 483 personnel members on far flung guide. 

“District leaders are alleged to comprehend every thing, but we don’t comprehend everything,” move pointed out.

“What does intervention seem like remotely? I’d in no way executed that earlier than — it turned into completely novel.”

Her instruct, Ocasio, offered research, components and helped her to follow her presentation.

Ocasio referred to many school leaders used the coaches as idea partners. Leaders didn’t know where to begin and, in essence, vital somebody to confer with. The coaches — from businesses together with LINC gaining knowledge of, InnovateEDU, and Afton companions — have been able to offer a large lens of resources and capabilities.

in the final year, all the time competent for gaining knowledge of’s coaching network supported 151 colleges or districts nationwide that serve 1,352,000 kids in 41 states.

“We supplied focused interventions and views that they wouldn’t feel of because they have been in disaster mode,” Ocasio mentioned.

in the last year, the teaching network supported 151 schools or districts nationwide that serve 1,352,000 children in 41 states, Thomas noted. The school leaders received the teaching for free of charge; The learning Accelerator raised essentially $900,000 to create the application. The community is now fundraising to proceed the work.

besides the fact that children most faculties have moved previous the surge of pandemic-linked crises, college leaders say they nonetheless want teaching to address the effects of the pandemic. experts can guide okay-12 faculties in spending their allotment of the pretty much $123 billion in federal COVID reduction funds.

“if you seem at the closing time funding was provided to schools, they scrambled,” observed Thomas, the TLA associate. “How do we supply that class of information and leadership to district leadership and faculty principals who're from time to time so slowed down by the daily that they could’t suppose forward about tackling learning loss?”

other education thinkers are calling this a moment to plot thoughtfully for a new future for schools. writer and film producer Ted Dintersmith situated the What college can be app to allow resourceful educators to network with each different. The free app is like a private fb network, permitting lecturers and leaders to share concepts and materials, ask questions and gain knowledge of from other trailblazers in webinars.

Adam-Taylor is asking towards the longer term with her at all times able to gain knowledge of instruct. As part of the theory Public colleges constitution network, she’s setting up a imaginative and prescient to found a faculty based on an fairness principle.

Adam-Taylor, an authority at programs and operations, struggled in the beginning to position her theory on paper. Her network educate is pushing her to reply big-picture questions comparable to “What does it imply to have a favorable race id in an elementary college?”

“i love this coaching since it allows for me to take a breath of air and picture things that aren’t 6 ft apart, trying out and [planning for] field day,” Adam-Taylor mentioned.

Ocasio referred to that this teaching is pleasing. Her corporation’s simple consulting work often takes months of set up and tackles faculty- or district-huge initiatives. The teaching community, however, makes a speciality of particular person college leaders’ concerns and pursuits and receives them swift assistance with out monetary limitations.

“It confirmed a need in the market to have free, open access to coaching in a method we didn’t recognize become crucial before,” Ocasio said.

This story about faculty leaders was produced via The Hechinger record, a nonprofit, independent information organization concentrated on inequality and innovation in training. sign in for Hechinger’s e-newsletter.

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The Hechinger report gives in-depth, fact-primarily based, impartial reporting on education it really is free to all readers. however that doesn't suggest or not it's free to supply. Our work keeps educators and the public informed about urgent issues at faculties and on campuses all through the nation. We inform the complete story, even when the details are inconvenient. aid us keep doing that.

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