PeopleCert SCRUM Master II

Course Description

Scrum is a framework within which people can address complex adaptive problems, while productively and creatively delivering products of the highest possible value.

Scrum is a process framework for developing, delivering, and sustaining complex products that has been used to manage work on complex products since the early 1990s. Scrum is not a process, technique, or definitive method. Rather, it is a framework within which you can employ various processes and techniques. Scrum makes clear the relative efficacy of your product management and work techniques so that you can continuously improve the product, the team, and the working environment. The role of Scrum Master is crucial to ensuring a proper Scrum process is maintained throughout a project.

It’s in this continuously evolving context, that PeopleCert designed a suite of Scrum Master qualifications that reflects the market need to close the skills-gap that many organizations are facing and support the realization of their business objectives and to improve communication, standardization, collaboration and automation for the delivery of quality software products better, faster and with a lower cost.

Purpose of the SCRUM Master II Qualification

The purpose of this qualification level is to confirm that a candidate has sufficient knowledge, understanding and application of the Scrum framework and be able to work effectively with, or as a leading member of, a Scrum Team, analyzing and applying these skills and knowledge. The PeopleCert SCRUM Master I certification is highly recommended for the PeopleCert SCRUM Master II certification.

Qualification Scheme Level

Through the above learning objectives, candidates will demonstrate relevant knowledge skills in the following areas:

• Introduction to Agile and Scrum
• The Scrum Master Role
• The Day-to-Day Work of the Scrum Master in a Sprint
• An Introduction to Scaling Scrum

Examination

The PeopleCert SCRUM Master II certification exam is designed to validate a candidate’s knowledge, and understanding, of the Scrum practices, as detailed above as well as how to be able to apply and analyze this knowledge in real situations faced by a Scrum Master

The SCRUM Master II exam focuses on the following four (4) categories in the cognitive domain of Bloom’s taxonomy1 which is a reference for different levels of learning:

• Knowledge
• Comprehension
• Application
• Analysis

Assessment Approach

The assessment approach used for the PeopleCert SCRUM Master II certification focuses on the four basic categories of Knowledge, Comprehension, Application and Analysis.

Knowledge is defined as recalling previously learned material, from facts to theories and represents the lowest level of learning outcomes in the cognitive domain. Such learning outcomes are turned in assessment objectives that include knowing and recalling such as:

• Common and/or basic terms, definitions, concepts and principles
• Specific processes
• Processes, procedures and project management methods

Comprehension is the lowest level of understanding and entails the ability to grasp the meaning of the material taught, including some elements of interpretation, translation or estimation during the process. Such learning
outcomes and in turn assessment objectives go beyond simply recalling information and may include:

• Understanding facts, concepts and principles
• Interpreting material (i.e. code, charts, graphs, text, diagrams)
• Justifying a process, procedure and method used

Application is a level where candidates need to combine their knowledge and understanding/comprehension on a subject and be able to create an abstraction. More specifically, candidates are expected to apply their knowledge and understanding so that abstractions, general principles, or methods to specific concrete situations are made. Such learning outcomes and in turn assessment objectives go beyond simply recalling information and may include:

• Use ideas, principles and theories in new, specific and concrete situations
• Being able to choose appropriate methods and tools, apply principles, use a specific approach or identify the selection of options at a given situation
• Apply what is learnt into a new situation
• Apply rules, methods, concepts, principles, and theories
• Learning outcomes in this area require a higher level of understanding than those under comprehension

Analysis is the level that goes beyond application as the candidates need to be able to break down information into its component parts so that its organizational structure may be understood and to make inferences. More specifically, candidates need to break down, discriminate, diagram, detect, differentiate and illustrate which are all important tasks at this level of learning and include the previous levels of knowing, comprehending and applying. Such learning outcomes and in turn assessment objectives go beyond knowing, understanding and applying and may include:

• see patterns that they can use to analyze a problem
• develop divergent conclusions by identifying motives or causes
• make inferences
• find evidence to support generalizations
• identify parts, analyze the relationship between parts, and recognize the organizational principles involved

The assessment incorporates the above learning outcomes as it uses assessment objectives that cater for the above cognitive domain categories.