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Exam Code: RE18 Practice test 2022 by Killexams.com team
RE18 BCS Practitioner Certificate in Requirements Engineering 2022

Type : Multiple choice
Duration : 60 minutes
Supervised : Yes
Open Book : No
Pass : Mark 25/40
Calculators : Calculators cannot be used during this examination
Delivery : Digital or Paper based, depending on test provider

Introduction
This certificate covers the range of concepts, approaches and techniques that are applicable to the Practitioner Certificate in Requirements Engineering. It is relevant to anyone working within a business or information systems domain, who requires an understanding of the nature, definition and use of good quality requirements.

Candidates should be able to demonstrate knowledge and understanding and application of Requirements Engineering principles and techniques in the following areas:
1. The Requirements Engineering framework; the issues and rationale in a business context; the application of the framework.
2. The hierarchy of requirements.
3. Roles and responsibilities of key stakeholders in the Requirements Engineering framework.
4. Requirements elicitation.
5. Requirements modelling.
6. Requirements documentation.
7. Requirements analysis.
8. Requirements validation.
9. Requirements management.

Exam Outline
1. Introduction to Requirements Engineering 5%
Candidates will be able to:
1.1 Define the term ‘requirements and the characteristics of a requirement.
1.2 Explain the rationale for Requirements Engineering and the application of the Requirements Engineering framework.
1.3 Explain the rationale of requirements planning and estimating.
1.4 Describe the elements that should be considered as the contents of a project initiation document, terms of reference or project charter:
1.4.1 Business objectives.
1.4.2 Project objectives.
1.4.3 Scope.
1.4.4 Constraints (budget, timescale, standards).
1.4.5 Authority or sponsor.
1.4.6 Resources.
1.4.7 Assumptions.

2 Hierarchy of Requirements 10%
Candidates will be able to:
2.1 Show understanding of the rationale for the requirements hierarchy and describe how it is applied in Requirements Engineering.
2.2 Explain the categories within the hierarchy:
2.2.1 Business policy (general) requirements.
2.2.2 Technical policy requirements.
2.2.3 Functional requirements.
2.2.4 Non-functional requirements.

3 Stakeholders in the Requirements Process 5%
Candidates will be able to:
3.1 Define the term stakeholder.
3.2 Explain the key roles of the following project stakeholders during Requirements Engineering:
3.2.1 Project Manager.
3.2.2 Developer.
3.2.3 Tester.
3.2.4 Solution Architect.
3.3 Explain the key roles of the following business stakeholders during Requirements Engineering:
3.3.1 Project Sponsor.
3.3.2 Subject Matter Expert.
3.3.3 End User.
3.3.4 Business Manager.
3.4 Interpret a given scenario, identify stakeholders and describe their contribution to Requirements Engineering.

4 Requirements Elicitation 20%
Candidates will be able to:
4.1 Explain different knowledge types:
4.1.1 Tacit / Non-tacit (explicit).
4.1.2 Individual / Corporate.
4.2 Interpret a given scenario to identify different knowledge types.
4.3 Interpret a given scenario to identify relevant elicitation techniques from the following list:
4.3.1 Interviews.
4.3.2 Workshops.
4.3.3 Observation.
4.3.4 Focus groups.
4.3.5 Prototyping.
4.3.6 Scenario analysis.
4.3.7 Document analysis.
4.3.8 Surveys.
4.3.9 Record searching.
4.3.10 Special purpose records.
4.3.11 Activity sampling.
4.4 Describe the principles and application of the elicitation techniques (listed in 4.3).
4.5 List the advantages and disadvantages of the elicitation techniques (listed in 4.3).
4.6 Discuss the suitability of the elicitation techniques (listed in 4.3) for Agile and linear development approaches.

5 Use of Models in Requirements Engineering 10%
Candidates will be able to:
5.1 Explain the rationale for modelling the functional requirements (processing and data) of an information system and describe how models help the analyst to:
5.1.1 Generate questions in order to clarify a requirement and remove ambiguity.
5.1.2 Define business rules.
5.1.3 Cross-check requirements for consistency and completeness.
5.2 Interpret a given scenario to develop a context diagram.
5.3 Interpret a given scenario to identify the different types of event that can initiate processing (external, time based, internal).
5.4 Understand how to construct a UML use case diagram for a given scenario to represent the functional requirements for an information system, including the following notational elements:
5.4.1 System boundary.
5.4.2 Actors (user role, another system and time).
5.4.3 Use cases.
5.4.4 Communication relationships (associations) between actors and use cases.
- It should be noted that there is no requirement to understand include and extend constructs.
5.5 Interpret a UML Class diagram (comprising of classes, attributes, associations and multiplicities) that represents the data requirements for a given scenario, and describe the business rules that are represented.
- It should be noted that there is no requirement to understand operations, association classes, generalisation (and associated concepts of inheritance and polymorphism), aggregation and composition.
5.6 Explain the benefits to be derived from cross-referencing models and illustrate how this can be achieved by using a CRUD matrix (of function or event against data).

6 Requirements Documentation 15%
Candidates will be able to:
6.1 Explain the rationale for creating a requirements document and for documenting requirements at different levels of definition, relating to:
6.1.1 The nature of the solution.
6.1.2 The level of priority.
6.1.3 The delivery approach.
6.2 Understand how to construct requirements documentation for a given scenario, using the following specified styles:
6.2.1 User story.
6.2.2 Use case.
6.2.3 Requirements list.
6.2.4 Requirements catalogue.
6.3 Describe a requirement in terms of its characteristics or attributes and explain why each of the following may be needed:
6.3.1 Identifier.
6.3.2 Name.
6.3.3 Description.
6.3.4 Source.
6.3.5 Owner.
6.3.6 Author.
6.3.7 Type (general, technical, functional, non-functional).
6.3.8 Priority.
6.3.9 Business area.
6.3.10 Stakeholders.
6.3.11 Associated non-functional requirements.
6.3.12 Acceptance criteria.
6.3.13 Related requirements.
6.3.14 Related documents.
6.3.15 Comments.
6.3.16 Rationale.
6.3.17 Resolution.
6.3.18 Version history.
6.4 Describe the structure and contents of the requirements document:
6.4.1 Introduction and background.
6.4.2 Business process models.
6.4.3 Function model (use case diagram) of defined requirements.
6.4.4 Data model (class model) of defined requirements.
6.4.5 Requirements (defined using the selected documentation style).
6.4.6 Glossary.

7 Requirements Analysis 20%
Candidates will be able to:
7.1 Explain the rationale for prioritising requirements, using the MoSCoW prioritisation technique.
7.2 Interpret a given scenario and apply the MoSCoW prioritisation technique.
7.3 Examine individual requirements; apply filters and quality criteria to assess that they are well defined.
7.4 Use requirements for a given scenario to check for technical, business and financial feasibility.
7.5 Assign a requirement type to an individual requirement.
7.6 Organise the requirements for a given scenario by requirement type and functional area.
7.7 Within a given requirement set:
7.7.1 Identify and resolve duplicate requirements.
7.7.2 Identify and reconcile overlapping requirements.
7.7.3 Identify conflicting requirements and explain how requirements negotiation could be applied to resolve these conflicts.
7.7.4 Identify ambiguous requirements and aspects to be defined to remove ambiguity.
7.8 Explain the use of prototyping to elaborate requirements.

8 Requirements Validation 5%
Candidates will be able to:
8.1 Describe the rationale for the following approaches to requirements validation:
8.1.1 Informal reviews.
8.1.2 Formal reviews:
8.1.2.1 Structured walkthrough.
8.1.2.2 Prototype reviews.
8.2 Explain the steps to be followed in the validation process for requirements artefacts:
8.2.1 Plan review.
8.2.2 Conduct review of artefacts.
8.2.3 Collect comments.
8.2.4 Undertake actions.
8.2.5 Revise artefacts.
8.2.6 Obtain approval.

9 Requirements Management 10%
Candidates will be able to:
9.1 Explain the rationale for requirements management.
9.2 Define the elements of requirements management and the links between them.
9.3 Explain the structure and elements of a change control process.
9.4 Explain the structure and elements of version control.
9.5 Define two forms of traceability and how projects benefit from each of them:
9.5.1 Horizontal (forwards from origin to delivery and backwards from delivery to origin).
9.5.2 Vertical (to business objectives).
9.6 Explain the rationale and the approach to achieving requirements traceability.

BCS Practitioner Certificate in Requirements Engineering 2022
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Biologist's Society Objects To CBSE Dropping Evolution, Ecology From School Syllabus

Biologist Society has objected to CBSE removing evolution and ecology from Biology syllabus

New Delhi:

Indian Society of Evolutionary Biologist (ISEB) has raised concerns about dropping syllabus like 'Evolution' and 'Ecology' from the Biology curriculum for the 2020-21 academic session. "This pandemic has tragically highlighted the consequences of our neglect of evolution and ecology in school and higher education in India," says ISEB. The syllabus have been removed from the syllabus as part of CBSE's decision to reduce syllabus by 30% to account for the loss of academic days this year due to the coronavirus pandemic.

The Biologist Society says that syllabus like Evolution and Ecology are crucial to understanding syllabus such as species interaction, population dynamics, coevolutionary dynamics, evolution of host range expansions, transmission dynamics of pathogens etc., which are in turn required to understand a zoonotic pandemic.

Public health too depends heavily on understanding of aspects of evolution and ecology including human ecology, in addition to classical medical science, the society says.

It points out that the insufficient number of epidemologists in India is a direct consequence of the long-standing neglect of ecology and evolution in biology curricula and research programmes. Thus, the removal of evolution and ecology from Biology curriculum is not only 'dangerously tragic but ironic as well'.

The society, while it understands the need to reduce syllabus in these unprecedented times, says that the removal of an entire Topic is not going to achieve that goal.

CBSE, meanwhile, after uproar over removal of vital syllabus like 'Federalism', 'Secularism', and 'Citizenship' from its Political Science curriculum, issued a clarification saying that the syllabus that have been removed will be taught in class to the extent required to understand all related syllabus but no questions will be asked from these topics.

Sat, 11 Jul 2020 22:55:00 -0500 en text/html https://www.ndtv.com/education/biologists-society-objects-cbse-dropping-evolution-and-ecology-from-school-syllabus
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Edited By Anisha Kumari | Updated: Jul 13, 2020

Fri, 24 Sep 2021 07:29:00 -0500 en text/html https://www.ndtv.com/education/author/anisha-kumari?page=7
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