ISEB Diploma in Solution Development Syllabus Version 1.1 July 2010
Diploma in Solution Development Syllabus Contents 1 Change History... 2 2 Use and Purpose...2 2.1 Rationale/Background... 2 2.2 Aims and Objectives... 2 2.3 Target Group... 2 2.4 Entry Criteria... 2 2.5 Structure of the Examination... 2 2.6 Objectives of the Examination... 3 2.7 Notice to Examination and Training Providers... 3 3 Syllabus Content and Learning Objectives... 3 3.1 Solution development principles (K level 4/5)... 3 3.2 Solution development lifecycles (K level 4/5)... 3 3.3 Solution development techniques (K level 4/5)... 3 3.4 Systems modelling techniques (K level 4/5)... 3 3.5 Design and deployment (K level 4/5)... 4 3.6 Knowledge-based specialism (K level 2/3)... 4 3.7 Practitioner specialism (K level 2/3)... 4 4 Supporting Information...4 4.1 Terminology Used... 4 4.2 Other Syllabuses which support this syllabus... 4 Core modules... 4 Knowledge-based specialist modules one selected for each oral examination... 4 Practitioner specialist modules one selected for each oral examination... 5 4.3 Blooms Taxonomy... 5 4.4 Reading List... 5 5 Additional Information...6 5.1 Levels of Knowledge... 6 Level 1: Remember (K1)... 6 Level 2: Understand (K2)... 6 Level 3: Apply (K3)... 6 Level 4: Analyse (K4)... 6 Level 5: Synthesise (K5)... 7 Level 6: Evaluate (K6)... 7 5.2 Examination Details... 7 5.3 Definitions of Terminology... 8 Page 1 of 8
1 Change History V0.1 (draft) 12/04/2010 First draft submitted for ISEB review. V1.0 (Approved) 24/05/10 Document finalised 2 Use and Purpose 2.1 Rationale/Background The oral examination for the ISEB Solution Development Diploma is taken by candidates on successful completion of a set of written examinations. It focuses on the application of their knowledge and also provides an opportunity to assess their interpersonal and problem solving skills. 2.2 Aims and Objectives The objective of the oral examination is to provide an holistic view of the candidates skills and to give them an opportunity to demonstrate their application of their abilities in a controlled environment. 2.3 Target Group This qualification is aimed at practising solution developers and professionals from related disciplines, who wish to gain a detailed understanding of solution development best practice. 2.4 Entry Criteria The entry criteria for this examination are: Examination passes in the ISEB Certificates in Systems Development Essentials and Systems Modelling Techniques An examination pass in one of the knowledge-based specialist modules defined within the syllabus An examination pass in one of the practitioner specialist modules defined within the syllabus. At least one of these examination passes must have been achieved within 12 months of the date of the oral examination unless an exemption has been agreed with the Examinations Officer. 2.5 Structure of the Examination The examination is conducted by two oral examiners and lasts for 50 minutes. The examination is closed book. The questions are concerned with the application of the solution development techniques and approaches studied in the four certificate modules passed by each candidate. Page 2 of 8
2.6 Objectives of the Examination The objectives of this oral examination are: To assess the candidate s level of knowledge of the solution development topics defined in this syllabus. To assess the candidate s ability to apply the solution development techniques defined in this syllabus. To assess the candidate s personal qualities against those required of a practising solution developer 2.7 Notice to Examination and Training Providers This qualification is examined and awarded by ISEB without any training requirement. However, where the oral examiners identify omissions or errors in the training provided by accredited ISEB Examination Providers or ISEB Training Organisations, feedback regarding such issues will be provided to the relevant provider/organisation. Form BSD11 is the ISEB document used to provide this feedback. 3 Syllabus Content and Learning Objectives 3.1 Solution development principles (K level 4/5) The rationale for solution development The holistic nature of solution development including systems development Relationship between solution development and other disciplines 3.2 Solution development lifecycles (K level 4/5) Solution development lifecycles and approaches (bespoke, COTS and component based) Roles and responsibilities Quality assurance including static testing 3.3 Solution development techniques (K level 4/5) Fact finding and investigation techniques Prioritisation Prototyping Escalation of issues Requirements engineering 3.4 Systems modelling techniques (K level 4/5) Three views of a system (data, process and events) Logical and Physical models Structured or object oriented/uml approaches Top down and bottom up model development Cross-checking of models with each other Page 3 of 8
3.5 Design and deployment (K level 4/5) Controls and security Solution architecture Testing Implementation and deployment approaches Release management, configuration and version control Maintenance and evaluation CASE and CAST tools 3.6 Knowledge-based specialism (K level 2/3) The role and responsibility of the solution developer within the chosen module Relevance of the selected module to solution development Solution development within the lifecycle of the chosen specialism 3.7 Practitioner specialism (K level 2/3) Relevance to the solution development role Relevance to solution developer responsibilities Description of the chosen approach and techniques Application of the chosen approach and techniques 4 Supporting Information 4.1 Terminology Used The terminology used in the oral examination will conform to that adopted in BCS publications on related disciplines such as Business Analysis and Project Management. 4.2 Other Syllabuses which support this syllabus The oral examination is based upon the latest syllabuses published by ISEB. The syllabuses for the following qualifications provide the basis for the topics examined in the oral examination: Core modules ISEB Certificate in Systems Development Essentials. ISEB Certificate in Systems Modelling Techniques. Knowledge-based specialist modules one selected for each oral examination ISEB Foundation Certificate in Systems Development ISEB Intermediate Certificate in Enterprise & Solution Architecture ISEB Foundation Certificate in Software Testing ISEB Foundation Certificate in IT Service Management (V3) Page 4 of 8
Practitioner specialist modules one selected for each oral examination ISEB Systems Design Techniques (renamed from the Systems Design and Implementation Techniques) ISEB Business Analysis Essentials ISEB Practitioner Certificate in Enterprise & Solution Architecture * ISEB Integrating Off-the-shelf Software Solutions *The Certificate in IT Architecture (predecessor of the Enterprise and Solution Architecture) will be accepted as a specialist module until 31st July 2010. 4.3 Blooms Taxonomy Learning objectives are given indicators from K1-K6. These are based on Bloom s taxonomy of knowledge in the cognitive domain (ref Taxonomy of Educational Objectives, Handbook 1 The Cognitive Domain, Bloom et al., New York 1956), and can be broadly interpreted as follows: K1 Remember; K2 Understand; K3 Apply; K4 Analyse; K5 Synthesise; K6 Evaluate. Bloom s taxonomy is explained in greater detail in Section 5.1. 4.4 Reading List Introducing Systems Development Steve Skidmore and Malcolm Eva, Palgrave Macmillan, ISBN 978-0333973690 Systems Analysis and Design Donald Yeates and Tony Wakefield, FT Prentice Hall, ISBN 978-0273655361 Writing Better Requirements Ian F Alexander and Richard Stevens, Addison- Wesley, ISBN 978-0321131630 Scenarios, Stories and Use Cases I Alexander and N Maiden, Wiley, 2004 Database and Physical Process Design volume of Business Systems Development with SSADM CCTA,/The Stationery Office, ISBN 978-0113308760 User Centred Design volume of Business Systems Development with SSADM CCTA/The Stationery Office, ISBN 978-0113308736 Data Modelling volume of Business Systems Development with SSADM CCTA/The Stationery Office, ISBN 978-011330871X Systems Analysis and Design: A comparison of Structured Methods D J Tudor & I J Tudor, Palgrave Macmillan, ISBN 978-033369339 6 DSDM: Business Focuses Development (2nd Edition) Jennifer Stapleton (ed), Addison Wesley, ISBN 9780321112248 Agile Software Development with Scrum Ken Schwaber and Mike Beedle, Prentice Hall, ISBN 978-0130676344 UML2 and the Unified Process Jim Arlow and Ila Neustadt, Addison Wesley, ISBN 978-0321321275 Object Oriented Systems Analysis and Design Using UML Simon Bennett, Steve McRobb, Ray Farmer, McGraw Hill, ISBN 978-0077092444 Software Testing Brian Hambling (ed), BCS, ISBN 9781902505794 www.bcs.org/books Page 5 of 8
5 Additional Information 5.1 Levels of Knowledge The following levels of knowledge shall be defined and applied for syllabus creation. Each topic in the syllabus shall be examined according to the learning objectives defined in the section devoted to that topic. Each learning objective has a level of knowledge (K level) associated with it and this K level by association defines the nature of any examination questions related to that topic. Note that each K level subsumes lower levels. For example, a K4 level topic is one for which a candidate must be able to analyse a situation and extract relevant information. A question on a K4 topic could be at any level up to and including K4. As an example, a scenario requiring a candidate to analyse a scenario and select the best risk identification method would be at K4, but questions could also be asked about this topic at K3 and a question at K3 for this topic might require a candidate to apply one of the risk identification methods to a situation. Level 1: Remember (K1) The candidate should be able to recognise, remember and recall a term or concept but not necessarily be able to use or explain. Typical questions would use: define, duplicate, list, memorise, recall, repeat, reproduce, state. Level 2: Understand (K2) The candidate should be able to explain a topic or classify information or make comparisons. The candidate should be able to explain ideas or concepts. Typical questions would use: classify, describe, discuss, explain, identify, locate, recognise, report, select, translate, paraphrase. Level 3: Apply (K3) The candidate should be able apply a topic in a practical setting. The candidate should be able to use the information in a new way. Typical questions would use: choose, demonstrate, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. Level 4: Analyse (K4) The candidate should be able to distinguish/separate information related to a concept or technique into its constituent parts for better understanding, and can distinguish between facts and inferences. Typical questions would use: appraise, compare, contrast, criticise, differentiate, discriminate, distinguish, examine, question, test. Page 6 of 8
Level 5: Synthesise (K5) The candidate should be able to justify a decision and can identify and build patterns in facts and information related to a concept or technique, they can create new meaning or structure from parts of a concept. Typical questions would use: appraise, argue, defend, judge, select, support, value, evaluate. Level 6: Evaluate (K6) The candidate should be able to provide a new point of view and can judge the value of information and decide on its applicability in a given situation. Typical questions would use: assemble, contract, create, design, develop, formulate, write. 5.2 Examination Details Type Duration Pre-Requisite for exam: Invigilated/Proctored Closed Book (No reading materials allowed into the examination room). Learning Hours Pass Mark Distinction Score Delivery: Oral 50 minutes Candidates must have passed written examinations in the two core modules, one knowledge-based specialist module and one practitioner module. No. Conducted by two oral examiners. Closed book None, there are no training requirements. Pass or fail only N/A Interview Page 7 of 8
5.3 Definitions of Terminology Term Describe Explain Discuss Compare Compare and Contrast Define Contrast Justify List List and Describe Outline Identify the benefits Problems Writing the Question The word describe can be used on its own or qualified in many ways e.g. describe how, describe when etc. Very similar to describe but the emphasis here is to elicit specific points raised. This usually requires a candidate to provide a balanced view of a topic. This may include, where appropriate, the benefits and drawbacks of a particular idea. Need to describe those areas where the two processes are similar in objectives, techniques etc. Need to cover both similarities and differences see the separate terms for examples of each. Here a precise definition is required. A full and descriptive definition which shows the marker that a candidate fully understands the term. Need to describe those areas where the two processes are different, i.e. in scale, impact and timescales. Candidates will need to set out the reasoning behind a particular view. This would normally include a description of benefits that may result, the likely scenario if the action is not taken and the positive financial implications. A simple list is needed. More is needed here than a simple list. Each point will need to be expanded upon to include details of exactly what will be achieved, how this will come about and any other relevant details. Similar to describe but in overview form. This term is also often used where the markers know that a very full answer could be given if there were no time constraints, but where a high level broad answer is sought in the limited time available. It can be better to cover a wide area in less detail than just a very narrow point or two in great depth. The positive outcomes of a particular activity. For example to an individual or an organisation. Problems are best broken down into cause and effect. Care should be exercised to identify which problems are being sought. Problems for implementing a process differ from problems of creating a process. Page 8 of 8