ASTQB ATTA : Advanced Level Technical Test Analyst Exam Dumps

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Exam Number : ATTA
Exam Name : Advanced Level Technical Test Analyst
Vendor Name : ASTQB
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ATTA Exam Format | ATTA Course Contents | ATTA Course Outline | ATTA Exam Syllabus | ATTA Exam Objectives


Exam ID : ATTA

Exam Title : Advanced Technical Test Analyst (ASTQB)

Number of Questions in exam : 45

Passig Score : 65%

Exam Type : Multiple Choice Questions



- Summarize the generic risk factors that the Technical Test Analyst typically needs to consider.

- Summarize the activities of the Technical Test Analyst within a risk-based approach for testing activities.

- Write test cases from a given specification item by applying the Statement testing test technique to achieve a defined level of coverage.

- Write test cases from a given specification item by applying the Modified Condition/Decision Coverage (MC/DC) test technique to achieve coverage.

- Write test cases from a given specification item by applying the Multiple Condition testing test technique to achieve a defined level of coverage.

- Write test cases from a given specification item by applying McCabe's Simplified Baseline Method.

- Understand the applicability of API testing and the kinds of defects it finds.

- Select an appropriate white-box test technique according to a given project situation.

- Use control flow analysis to detect if code has any control flow anomalies.

- Explain how data flow analysis is used to detect if code has any data flow anomalies.

- Propose ways to improve the maintainability of code by applying static analysis.

- Explain the use of call graphs for establishing integration testing strategies.

- Apply dynamic analysis to achieve a specified goal.

- For a particular project and system under test, analyze the non-functional requirements and write the respective sections of the test plan.

- Given a particular product risk, define the particular non-functional test type(s) which are most appropriate.

- Understand and explain the stages in an applications lifecycle where non-functional tests should be applied.

- For a given scenario, define the types of defects you would expect to find by using non-functional testing types.

- Explain the reasons for including security testing in a test strategy and/or test approach.

- Explain the principal aspects to be considered in planning and specifying security tests.

- Explain the reasons for including reliability testing in a test strategy and/or test approach.

- Explain the principal aspects to be considered in planning and specifying reliability tests.

- Explain the reasons for including performance testing in a test strategy and/or test approach.

- Explain the principal aspects to be considered in planning and specifying performance efficiency tests.

- Explain the reasons for including maintainability testing in a testing strategy and/or test approach.

- Explain the reasons for including portability tests in a testing strategy and/or test approach.

- Explain the reasons for compatibility testing in a testing strategy and/or test approach.

- Explain why review preparation is important for the Technical Test Analyst.

- Analyze an architectural design and identify problems according to a checklist provided in the syllabus.

- Analyze a section of code or pseudo-code and identify problems according to a checklist provided in the syllabus.

- Summarize the activities that the Technical Test Analyst performs when setting up a test automation project.

- Summarize the differences between data-driven and keyword-driven automation.

- Summarize common technical issues that cause automation projects to fail to achieve the planned return on investment.

- Construct keywords based on a given business process.

- Summarize the purpose of tools for fault seeding and fault injection.

- Summarize the main characteristics and implementation issues for performance testing tools.

- Explain the general purpose of tools used for web-based testing.

- Explain how tools support the practice of model-based testing.

- Outline the purpose of tools used to support component testing and the build process.

- Outline the purpose of tools used to support mobile application testing.



1. The Technical Test Analyst's Tasks in Risk-Based Testing

Keywords

product risk, risk exam, risk identification, risk mitigation, risk-based testing
Learning Objectives for The Technical Test Analyst's Tasks in Risk-Based Testing
Risk-based Testing Tasks

- Summarize the generic risk factors that the Technical Test Analyst typically needs to consider

- Summarize the activities of the Technical Test Analyst within a risk-based approach for testing activities

1.1 Introduction

The Test Manager has overall responsibility for establishing and managing a risk-based testing strategy. The Test Manager usually will request the involvement of the Technical Test Analyst to ensure the risk-based approach is implemented correctly.
Technical Test Analysts work within the risk-based testing framework established by the Test Manager for the project. They contribute their knowledge of the technical product risks that are inherent in the project, such as risks related to security, system reliability and performance.

1.2 Risk-based Testing Tasks

Because of their particular technical expertise, Technical Test Analysts are actively involved in the following risk-based testing tasks:

• Risk identification

• Risk exam

• Risk mitigation

These tasks are performed iteratively throughout the project to deal with emerging product risks and changing priorities, and to regularly evaluate and communicate risk status.

1.2.1 Risk Identification

By calling on the broadest possible sample of stakeholders, the risk identification process is most likely to detect the largest possible number of significant risks. Because Technical Test Analysts possess unique technical skills, they are particularly well-suited for conducting expert interviews, brainstorming with co-workers and also analyzing the current and past experiences to determine where the likely areas of product risk lie. In particular, Technical Test Analysts work closely with other stakeholders, such as developers, architects, operations engineers, product owners, local support offices, and service desk technicians, to determine areas of technical risk impacting the product and project. Involving other stakeholders ensures that all views are considered and is typically facilitated by Test Managers.

Risks that might be identified by the Technical Test Analyst are typically based on the [ISO25010] quality characteristics listed in Chapter 4, and include, for example:

• Performance efficiency (e.g., inability to achieve required response times under high load conditions)

• Security (e.g., disclosure of sensitive data through security attacks)

• Reliability (e.g., application unable to meet availability specified in the Service Level Agreement)

1.2.2 Risk Assessment

While risk identification is about identifying as many pertinent risks as possible, risk exam is the study of those identified risks in order to categorize each risk and determine the likelihood and impact associated with it. The likelihood of occurrence is usually interpreted as the probability that the potential problem could exist in the system under test.

The Technical Test Analyst contributes to finding and understanding the potential technical product risk for each risk item whereas the Test Analyst contributes to understanding the potential business impact of the problem should it occur.

Project risks can impact the overall success of the project. Typically, the following generic project risks need to be considered:

• Conflict between stakeholders regarding technical requirements

• Communication problems resulting from the geographical distribution of the development organization

• Tools and technology (including relevant skills)

• Time, resource and management pressure

• Lack of earlier quality assurance

• High change rates of technical requirements

Product risk factors may result in higher numbers of defects. Typically, the following generic product risks need to be considered:

• Complexity of technology

• Complexity of code structure

• Amount of re-use compared to new code

• Large number of defects found relating to technical quality characteristics (defect history)

• Technical interface and integration issues

Given the available risk information, the Technical Test Analyst proposes an initial risk level according to the guidelines established by the Test Manager. For example, the Test Manager may determine that risks should be categorized with a value from 1 to 10, with 1 being highest risk. The initial value may be modified by the Test Manager when all stakeholder views have been considered.

1.2.3 Risk Mitigation

During the project, Technical Test Analysts influence how testing responds to the identified risks. This generally involves the following:

• Reducing risk by executing the most important tests (those addressing high risk areas) and by putting into action appropriate mitigation and contingency measures as stated in the test plan

• Evaluating risks based on additional information gathered as the project unfolds, and using that information to implement mitigation measures aimed at decreasing the likelihood or avoiding the impact of those risks

The Technical Test Analyst will often cooperate with specialists in areas such as security and performance to define risk mitigation measures and elements of the organizational test strategy. Additional information can be obtained from ISTQB® Specialist syllabi, such as the Advanced Level Security Testing syllabus [ISTQB_ALSEC_SYL] and the Foundation Level Performance Testing syllabus [ISTQB_FLPT_SYL].

2. White-box Test Techniques

Keywords

API testing, atomic condition, control flow testing, cyclomatic complexity, decision testing, modified condition/decision testing, multiple condition testing, path testing, short-circuiting, statement testing, white-box test technique

Learning Objectives for White-Box Testing

2.2 Statement Testing

TTA-2.2.1 (K3) Write test cases for a given specification item by applying the Statement test technique to achieve a defined level of coverage

Decision Testing
TTA-2.3.1 (K3) Write test cases for a given specification item by applying the Decision test technique to achieve a defined level of coverage
2.4 Modified Condition/Decision Coverage (MC/DC) Testing
TTA-2.4.1 (K3) Write test cases by applying the Modified Condition/Decision Coverage (MC/DC) test design technique to achieve a defined level of coverage
Multiple Condition Testing
TTA-2.5.1 (K3) Write test cases for a given specification item by applying the Multiple Condition test technique to achieve a defined level of coverage
2.6 Basis Path Testing
TTA-2.6.1 (K3) Write test cases for a given specification item by applying McCabes Simplified Baseline Method
2.7 API Testing
TTA-2.7.1 (K2) Understand the applicability of API testing and the kinds of defects it finds
2.8 Selecting a White-box Test Technique
TTA-2.8.1 (K4) Select an appropriate white-box test technique according to a given project situation
2.1 Introduction
This chapter principally describes white-box test techniques. These techniques apply to code and other structures, such as business process flow charts.
Each specific technique enables test cases to be derived systematically and focuses on a particular aspect of the structure to be considered. The techniques provide coverage criteria which have to be measured and associated with an objective defined by each project or organization. Achieving full coverage does not mean that the entire set of tests is complete, but rather that the technique being used no longer suggests any useful tests for the structure under consideration.
The following techniques are considered in this syllabus:
• Statement testing

• Decision testing

• Modified Condition/Decision Coverage (MC/DC) testing

• Multiple Condition testing

• Basis Path testing

• API testing

The Foundation Syllabus [ISTQB_FL_SYL] introduces Statement testing and Decision testing. Statement testing exercises the executable statements in the code, whereas Decision testing exercises the decisions in the code and tests the code that is executed based on the decision outcomes.

The MC/DC and Multiple Condition techniques listed above are based on decision predicates and broadly find the same types of defects. No matter how complex a decision predicate may be, it will evaluate to either TRUE or FALSE, which will determine the path taken through the code. A defect is detected when the intended path is not taken because a decision predicate does not evaluate as expected.

The first four techniques are successively more thorough (and Basis Path testing is more thorough than Statement and Decision testing); more thorough techniques generally require more tests to be defined in order to achieve their intended coverage and find more subtle defects.

2.2 Statement Testing

Statement testing exercises the executable statements in the code. Coverage is measured as the number of statements executed by the tests divided by the total number of executable statements in the test object, normally expressed as a percentage.
Applicability

This level of coverage should be considered as a minimum for all code being tested.

Limitations/Difficulties

Decisions are not considered. Even high percentages of statement coverage may not detect certain defects in the codes logic.

2.3 Decision Testing

Decision testing exercises the decisions in the code and tests the code that is executed based on the decision outcomes. To do this, the test cases follow the control flows that occur from a decision point (e.g., for an IF statement, one for the true outcome and one for the false outcome; for a CASE statement, test cases would be required for all the possible outcomes, including the default outcome).

Coverage is measured as the number of decision outcomes executed by the tests divided by the total
number of decision outcomes in the test object, normally expressed as a percentage.
Compared to the MC/DC and Multiple Condition techniques described below, decision testing considers the entire decision as a whole and evaluates the TRUE and FALSE outcomes in separate test cases.
Applicability

The most useful checklists are those gradually developed by an individual organization, because they reflect:

• The nature of the product

• The local development environment

o Staff

o Tools

o Priorities

• History of previous successes and defects

• Particular issues (e.g., performance efficiency, security)

Checklists should be customized for the organization and perhaps for the particular project. The checklists provided in this chapter are meant only to serve as examples.

Some organizations extend the usual notion of a software checklist to include “anti-patterns” that refer to common errors, poor techniques, and other ineffective practices. The term derives from the popular concept of “design patterns” which are reusable solutions to common problems that have been shown to be effective in practical situations [Gamma94]. An anti-pattern, then, is a commonly made error, often implemented as an expedient short-cut.

It is important to remember that if a requirement is not testable, meaning that it is not defined in such a way that the Technical Test Analyst can determine how to test it, then it is a defect. For example, a requirement that states “The software should be fast” cannot be tested. How can the Technical Test Analyst determine if the software is fast=> If, instead, the requirement said “The software must provide a maximum response time of three seconds under specific load conditions”, then the testability of this requirement is substantially better assuming the “specific load conditions” (e.g., number of concurrent users, activities performed by the users) are defined. It is also an overarching requirement because this one requirement could easily spawn many individual test cases in a non-trivial application. Traceability from this requirement to the test cases is also critical because if the requirement should change, all the test cases will need to be reviewed and updated as needed.

5.2.1 Architectural Reviews

Software architecture consists of the fundamental organization of a system, embodied in its components, their relationships to each other and the environment, and the principles governing its design and evolution. [ISO42010], [Bass03].
Checklists1 used for architecture reviews could, for example, include verification of the proper implementation of the following items, which are quoted from [Web-2]:

• “Connection pooling - reducing the execution time overhead associated with establishing database connections by establishing a shared pool of connections

• Load balancing – spreading the load evenly between a set of resources

• Distributed processing

• Caching – using a local copy of data to reduce access time

• Lazy instantiation

• Transaction concurrency

• Process isolation between Online Transactional Processing (OLTP) and Online Analytical Processing (OLAP)

• Replication of data”

5.2.2 Code Reviews

Checklists for code reviews are necessarily very detailed, and, as with checklists for architecture reviews, are most useful when they are language, project and company-specific. The inclusion of code-level anti-patterns is helpful, particularly for less experienced software developers.

Checklists1 used for code reviews could include the following items:.

1. Structure

• Does the code completely and correctly implement the design=>

• Does the code conform to any pertinent coding standards=>

• Is the code well-structured, consistent in style, and consistently formatted=>

• Are there any uncalled or unneeded procedures or any unreachable code=>

• Are there any leftover stubs or test routines in the code=>

• Can any code be replaced by calls to external reusable components or library functions=>

• Are there any blocks of repeated code that could be condensed into a single procedure=>

• Is storage use efficient=>

• Are symbolics used rather than “magic number” constants or string constants=>

• Are any modules excessively complex and should be restructured or split into multiple modules=>

2. Documentation

• Is the code clearly and adequately documented with an easy-to-maintain commenting style=>

• Are all comments consistent with the code=>

• Does the documentation conform to applicable standards=>

3. Variables

• Are all variables properly defined with meaningful, consistent, and clear names=>

• Are there any redundant or unused variables=>

4. Arithmetic Operations

• Does the code avoid comparing floating-point numbers for equality=>

• Does the code systematically prevent rounding errors=>

• Does the code avoid additions and subtractions on numbers with greatly different magnitudes=>

• Are divisors tested for zero or noise=>

5. Loops and Branches

• Are all loops, branches, and logic constructs complete, correct, and properly nested=>

• Are the most common cases tested first in IF-ELSEIF chains=>

• Are all cases covered in an IF-ELSEIF or CASE block, including ELSE or DEFAULT clauses=>

• Does every case statement have a default=>

• Are loop termination conditions obvious and invariably achievable=>

• Are indices or subscripts properly initialized, just prior to the loop=>

• Can any statements that are enclosed within loops be placed outside the loops=>

• Does the code in the loop avoid manipulating the index variable or using it upon exit from the loop=>

6. Defensive Programming

• Are indices, pointers, and subscripts tested against array, record, or file bounds=>

• Are imported data and input arguments tested for validity and completeness=>

• Are all output variables assigned=>

• Is the correct data element operated on in each statement=>

• Is every memory allocation released=>

• Are timeouts or error traps used for external device access=>

• Are files checked for existence before attempting to access them=>

• Are all files and devices left in the correct state upon program termination=>

6. Test Tools and Automation

Keywords capture/playback, data-driven testing, debugging, emulator, fault seeding, hyperlink, keyword-driven testing, performance efficiency, simulator, test execution, test management

Learning Objectives for Test Tools and Automation

6.1 Defining the Test Automation Project

TTA-6.1.1 (K2) Summarize the activities that the Technical Test Analyst performs when setting up a test automation project

TTA-6.1.2 (K2) Summarize the differences between data-driven and keyword-driven automation

TTA-6.1.3 (K2) Summarize common technical issues that cause automation projects to fail to achieve the planned return on investment

TTA-6.1.4 (K3) Construct keywords based on a given business process

6.2 Specific Test Tools

TTA-6.2.1 (K2) Summarize the purpose of tools for fault seeding and fault injection

TTA-6.2.2 (K2) Summarize the main characteristics and implementation issues for performance testing tools

TTA-6.2.3 (K2) Explain the general purpose of tools used for web-based testing

TTA-6.2.4 (K2) Explain how tools support the practice of model-based testing

TTA-6.2.5 (K2) Outline the purpose of tools used to support component testing and the build process

TTA-6.2.6 (K2) Outline the purpose of tools used to support mobile application testing

6.1 Defining the Test Automation Project

In order to be cost-effective, test tools (and particularly those which support test execution), must be carefully architected and designed. Implementing a test execution automation strategy without a solid architecture usually results in a tool set that is costly to maintain, insufficient for the purpose and unable to achieve the target return on investment.

A test automation project should be considered a software development project. This includes the need for architecture documentation, detailed design documentation, design and code reviews, component and component integration testing, as well as final system testing. Testing can be needlessly delayed or complicated when unstable or inaccurate test automation code is used.

There are multiple tasks that the Technical Test Analyst can perform regarding test execution automation. These include:

• Determining who will be responsible for the test execution (possibly in coordination with a Test Manager)

• Selecting the appropriate tool for the organization, timeline, skills of the team, and maintenance requirements (note this
could mean deciding to create a tool to use rather than acquiring one)
• Defining the interface requirements between the automation tool and other tools such as the test management, defect management and tools used for continuous integration

• Developing any adapters which may be required to create an interface between the test execution tool and the software under test

• Selecting the automation approach, i.e., keyword-driven or data-driven (see Section 6.1.1 below)

• Working with the Test Manager to estimate the cost of the implementation, including training. In Agile projects this aspect would typically be discussed and agreed in project/sprint planning meetings with the whole team.

• Scheduling the automation project and allocating the time for maintenance

• Training the Test Analysts and Business Analysts to use and supply data for the automation

• Determining how and when the automated tests will be executed

• Determining how the automated test results will be combined with the manual test results

In projects with a strong emphasis on test automation, a Test Automation Engineer may be tasked with many of these activities (see the Advanced Level Test Automation Engineer syllabus [ISTQB_ALTAE_SYL] for details). Certain organizational tasks may be taken on by a Test Manager according to project needs and preferences. In Agile projects the assignment of these tasks to roles is typically more flexible and less formal.

These activities and the resulting decisions will influence the scalability and maintainability of the automation solution. Sufficient time must be spent researching the options, investigating available tools and technologies and understanding the future plans for the organization.

6.1.1 Selecting the Automation Approach

This section considers the following factors which impact the test automation approach:

• Automating through the GUI

• Applying a data-driven approach

• Applying a keyword-driven approach

• Handling software failures

• Considering system state

The Advanced Level Test Automation Engineer syllabus [ISTQB_ALTAE_SYL] includes further details on selecting an automation approach.



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ASTQB Test information hunger

 

Testing Accommodations

Accommodated Testing Procedures and Information

The Office of Accommodated Testing and Services (OATS) is located in Sears Library Building, room 440. OATS provides accommodated testing for Case Western Reserve University students registered with the Disability Resources office in compliance with Section 504 and the Americans with Disabilities Act (ADA).

OATS facilitates the accommodated testing process in compliance with students' individual accommodations. Please contact the Office of Accommodated Testing and Services, at 216.368.0399 or testing@case.edu for questions.

Office hours are 8 a.m. to 5 p.m. during Fall and Spring semesters. Summer hours are Monday through Thursday 8:30 a.m. to 5 p.m. and 8:30 a.m. to 3 p.m. on Fridays. Hours are extended on Friday Exam Blocks, Midterms, and Finals. Faculty may be asked to provide a TA to cover these times past the OATS hours.

For detailed information on policies and procedures, view the appropriate information below.

Undergraduate Testing Accommodations

Request your accommodations memo prior to each semester through the Disability Resource office.

Make accommodated test reservations using the Accessibility Information Management (AIM) system.

You are encouraged to make reservations once you receive your syllabus. The system allows multiple dates to be set with a single log in. During the semester, modifications are easily processed.

Book weekly quizzes one by one, or request The Office of Accommodated Testing and Services (OATS) to set a reoccurring appointment. Once the first quiz is reserved in the AIM system, send requests for reoccurring appointments to testing@case.edu.

In order to process requests, you must make reservations no later than one full week prior to the day of testing. Failure to make a reservation may result in forfeiture of ability to take that test in OATS. Unforeseen circumstances are handled on a case by case basis.

Visit the online tutorial page for detailed information on how to schedule a test in AIM.

Your professor will be notified of the request and provide testing materials directly to the OATS office. OATS staff relay student questions and professor responses during testing.

Arrive on time and be ready to test. Students taking accommodated tests are expected to uphold the University's Code of Ethics. Cameras monitor testing rooms, and all infractions will be immediately reported to the professor.

Testing Accommodations Policy Revised Summer 2018

Graduate Testing Accommodations

Request your accommodations memo prior to each semester through the Disability Resource office.

Make accommodated test reservations using the Accessibility Information Management (AIM) system.

You are encouraged to make reservations once you receive your syllabus. The system allows multiple dates to be set with a single log in. During the semester, modifications are easily processed.

Book weekly quizzes one by one, or request Office of Accommodated Testing and Services (OATS) to set a reoccurring appointment. Once the first quiz is reserved in the AIM system, send requests for reoccurring appointments to testing@case.edu.

In order to process requests, you must make reservations no later than one full week prior to the day of testing. Failure to make a reservation may result in forfeiture of ability to take that test in OATS. Unforeseen circumstances are handled on a case by case basis.

Visit the online tutorial page for detailed information on how to schedule a test in AIM.

Your professor will be notified of the request and provide testing materials directly to the Office of Accommodated Testing and Services (OATS). OATS staff relay student questions and professor responses during testing.

Arrive on time and be ready to test. Students taking accommodated tests are expected to uphold the University's Code of Ethics. Data from the cameras monitor testing rooms, and all infractions will be immediately reported to the professor.

If regularly scheduled exam time occurs outside OATS office hours, we will work with you to alter the exam time or make other arrangements for proctoring.

Testing Accommodations Policy Revised Summer 2018

Accommodated Testing Process for Faculty

Once your student has requested to take exams, a Faculty Notification email is generated. This email includes the student's name and accommodation information. Students may request to meet with you to discuss their accommodations, but are not required to.

The Faculty Authorization Form (FAF) link is included in the same email. This form establishes the agreement between Office of Accommodated Testing and Services (OATS) and the professor to administer tests for their students.

Only one FAF form per course section/per semester is needed regardless of the number of students that have requested accommodated testing. The Office of Accommodated Testing and Services (OATS) staff request the FAF be completed least five days prior to testing.

Faculty may proctor accommodated exams within their department. Information on compliance and best practices are listed in the section below, or you may contact OATS staff.

Faculty teaching Graduate and Professional courses will need to proctor their own exams if: 

  • exam must be taken during regularly scheduled exam time which occurs outside Office of Accommodated Testing and Services (OATS) office hours; and/or
  • the OATS testing center has reached capacity.
  • We will work with you to identify appropriate space and proctor for these circumstances.

    If assistance is needed in securing an appropriate location for an exam, please contact the Coordinator for the Office of Accommodated Testing and Services (OATS) at exams@case.edu, or call 216.368.0399 at least five days in advance.

    Disability Resources and the Office of Accommodated Testing and Services (OATS), insist that students taking tests with OATS uphold the University's Code of Ethics. All infractions will be reported immediately to the professor.

    Tests (Quizzes and/or Exams)

    Materials requested 24 hours prior to the test start time, may be provided in the following ways:

  • Dropped off by an instructor or TA to the OATS, located in Sears 440
  • Uploaded through the AIM system, using the link in the Exams Request email
  • Emailed as an attachment to exams@case.edu
  • Office of Accommodated Testing and Services (OATS) staff will print uploaded exams and relay pertinent information provided by faculty.

    For exams updates or corrections, either before or during the exam session, please send an email to exams@case.edu or call 216.368.0399.

    Completed exams are available for pick up during OATS office hours.

    Departmental offices off the Quad may request a courier. Delivery occurs between 3 p.m. and 5 p.m. and same day delivery is not guaranteed.

    Single-page quizzes or answer sheets may be scanned upon request. Materials subject to scanning issues require pick up or delivery by courier to departmental offices off the Quad. Allow up to 24 hours of completion for scanned materials to be sent.

    Students cannot be asked or required to return completed exams.

    Guidelines for Providing Testing Accommodations

    Some best practices for faculty members when providing appropriate testing accommodations are as follows:

  • Meet with the student to discuss the student's individual needs for testing accommodations as listed in the student's accommodations memo. Maintain the student's confidentiality by discussing the accommodations with only the student and necessary support staff.
  • Review the student's Faculty Accommodation Notification to review the need for any possible equipment required to take the exam so that it can be prepared in advance.
  • Choose a suitable testing area. Some students cannot take their test in the usual classroom setting; be sure to ask. If you feel student's needs cannot meet, please contact us for assistance in locating an appropriate testing location. It is strongly recommended you contact the Office of Accommodated Testing and Services (OATS) at least five days prior to the scheduled exam.
  • Identify the appropriate time for the student to take the test. It is preferred that students with testing accommodations test at the same time as their peers, but that is not always possible due to other course commitments. Student can work with you to determine if they would begin earlier, stay later, or schedule an alternative time in order to make use of their testing accommodations.
  • Referrals for Testing Accommodations

    If a student requests testing or any other accommodation from the professor, and the professor has not received an accommodation notification from Disability Resources, the professor should refer that student to Disability Resources. Professors are under no obligation to meet an accommodation request unless an official Faculty Accommodation Notification has been provided by Disability Resources. Please remember that it is inappropriate for any faculty member to advise students against using their accommodations.

    Testing Accommodations Policy Revised Summer 2018

    Extended Time Testing Using Canvas

    For more information regarding extended time testing in Canvas, visit the Canvas website.

    Testing Accommodations Policy Revised Summer 2018


    Delaware Soil Testing Program

    How to Submit Samples Without Regular Soil Test Bags

    Since County Extension offices are presently closed, you may need to submit your sample(s) without the normal soil test bags. To do so, please follow the steps listed below:

    1. Collect a representative sample by following the directions in the brochure "How to Take a Soil Sample"

    2. Thoroughly mix each sample and place 1-1.5 cups of the mixed sample into a ziplock bag. Label the bag with your name and the sample ID (e.g., Field 6, Backyard, etc)

    3. Down the appropriate information sheet from the “Soil Testing Program Forms” page at right. Complete one copy of the information sheet for each sample. Be sure that the sample ID on the bag and the sample ID on the information sheet match.

    4. Enclose payment or indicate on the back of the information that you wish to pay by credit card. Checks should be made payable to the University of Delaware. If paying by credit card, DO NOT write your card number on the information sheet. Instead, list a daytime phone number and our office will contact you for payment.

    5. Place the samples and information sheet in a box or mailing envelope and send to the laboratory using the following address above.

    Mailer kits may also be available from local garden centers. You can call our office to see which locations near you may have kits on-hand.

    Additional Questions Please call the office at 302-831-1392 or email Soiltest@udel.edu with any additional questions you may have. We are in the office and happy to help. 


     




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