ISTQB ISTQB-CTFL Online Practice Questions and Exam Preparation

ISTQB ISTQB-CTFL Online Questions & Answers

• Question 321:

  Which of the following is NOT an advantage of static testing?

  A. Early defect detection
  B. Identification of ambiguous requirements
  C. Verification of performance efficiency
  D. Prevention of defect propagation
  C. Verification of performance efficiency

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  Explanation

  Performance efficiency is evaluated during dynamic testing.

• Question 322:

  Which of the following can be considered a VALID exit criterion?

  I: Estimates of defect density or reliability measures.

  II:. The completion and publication of an exhaustive Test Report.

  III:. Accuracy measures, such as code, functionality or risk coverage.

  IV:

  Residual risks such as lack of code coverage in certain areas.

  A. I, III, IV
  B. I, II, III
  C. III, IV
  D. II, III, IV
  A. I, III, IV

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  Explanation

  An exit criterion is a condition that defines when a test activity has been completed or when a test phase can be concluded. An exit criterion can be based on various factors, such as: I) Estimates of defect density or reliability measures. These are quantitative measures that indicate how many defects are present in the software product or how likely it is to fail under certain conditions. These can be used as exit criteria to ensure that the software product meets a certain level of quality or performance before moving to the next phase or releasing it to the customer. III) Accuracy measures, such as code coverage, functionality coverage or risk coverage. These are quantitative measures that indicate how much of the software product has been tested in terms of its code, functionality or risk. These can be used as exit criteria to ensure that the test suite is adequate or complete before moving to the next phase or releasing it to the customer. IV) Residual risks, such as lack of code coverage in certain areas, unresolved defects or unknown factors. These are qualitative measures that indicate the remaining risks or uncertainties associated with the software product after testing. These can be used as exit criteria to ensure that the residual risks are acceptable or manageable before moving to the next phase or releasing it to the customer. The following factor is not a valid exit criterion: II) The completion and publication of an exhaustive Test Report. This is not a valid exit criterion, as it does not reflect the quality or completeness of the testing process or product. A test report is a document that summarizes the results and outcomes of a test activity or phase. A test report can be used as an input for deciding whether to exit a test activity or phase, but it is not a condition that defines when to exit. Verified

  References: A Study Guide to the ISTQB Foundation Level 2018 Syllabus - Springer, Chapter 2, page 13; Chapter 6, page 58-59.

• Question 323:

  During system testing phase of a word processor, a tester finds that on opening a file from a particular set of files, which are part of a critical workflow, the word processor crashes. Which of the following is the next step the tester should take poor to recording the deviation?

  A. Try to recreate the incident before reporting
  B. Try to identify the code fragment causing the problem
  C. Send an email to the developer and not report the bug
  D. Report the incident as is without any further action
  A. Try to recreate the incident before reporting

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  Explanation

  An incident is any event that occurs during testing that requires investigation. An incident report is a document that records the details of an incident. The next step the tester should take prior to recording the deviation is to try to recreate the incident before reporting. This can help confirm that the incident is reproducible and not caused by a random or external factor. This can also help gather more information about the incident, such as the steps to reproduce it, the expected and actual results, the severity and priority of the incident, or any screenshots or logs that can illustrate the incident. Trying to identify the code fragment causing the problem is not the next step the tester should take prior to recording the deviation, as this is a debugging activity that is usually performed by developers after receiving the incident report. Sending an email to the developer and not reporting the bug is not the next step the tester should take prior to recording the deviation, as this is an informal and unstructured way of communicating incidents that can lead to confusion, inconsistency or loss of information. Reporting the incident as is without any further action is not the next step the tester should take prior to recording the deviation, as this can result in incomplete or inaccurate incident reports that can hamper the investigation and resolution of incidents. Verified

  References: A Study Guide to the ISTQB Foundation Level 2018 Syllabus Springer, Chapter 3, page 32- 33.

• Question 324:

  Which of the following is not an example of a typical content of a test completion report for a test project?

  A. The additional effort spent on test execution compared to what was planned
  B. The unexpected test environment downtime that resulted in slower test execution
  C. The residual risk level if a risk-based test approach was adopted
  D. The test procedures of all test cases that have been executed
  D. The test procedures of all test cases that have been executed

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  Explanation

  This answer is correct because the test procedures of all test cases that have been executed are not a typical content of a test completion report for a test project. A test completion report is a document that summarizes the test activities and results at the end of a test project. It usually includes information such as the test objectives, scope, approach, resources, schedule, results, deviations, issues, risks, lessons learned, and recommendations for improvement. The test procedures of all test cases that have been executed are part of the test documentation, but they are not relevant for the test completion report, as they do not provide a high- level overview of the test project outcomes and performance.

  References: ISTQB Foundation Level Syllabus v4.0, Section 2.5.3.2

• Question 325:

  Which of the following is not an example of a typical generic skill required for testing?

  A. Be able to apply test-driven development
  B. Be able to use test management tools and defect tracking tools
  C. Be able to communicate defects and failures to developers as objectively as possible
  D. Possess the necessary social skills that support effective teamwork
  A. Be able to apply test-driven development

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  Explanation

  Test-driven development is not an example of a typical generic skill required for testing, but rather an example of a specific technical skill or a development practice that may or may not be relevant for testing, depending on the context and the objectives of the testing activities. Test-driven development is an approach to software development and testing, in which the developers write automated unit tests before writing the source code, and then refactor the code until the tests pass. Test-driven development can help to improve the quality, the design, and the maintainability of the code, as well as to provide fast feedback and guidance for the developers. However, test-driven development is not a skill that is generally expected or needed for testers, especially for testers who are not involved in unit testing or who do not have access to the source code. The other options are examples of typical generic skills required for testing, which are skills that are applicable and beneficial for testing in any context or situation, regardless of the specific testing techniques, tools, or methods used. The typical generic skills required for testing include:

  Be able to use test management tools and defect tracking tools: These are tools that help testers to plan, organize, monitor, and control the testing activities and resources, as well as to record, track, analyze, and resolve the defects detected during testing. These tools can improve the efficiency, the effectiveness, and the communication of the testing process, as well as to provide traceability, metrics, and reports for the testing outcomes. Be able to communicate defects and failures to developers as objectively as possible: This is a skill that involves the ability to report and describe the defects and failures found during testing in a clear, concise, accurate, and unbiased manner, using relevant information, evidence, and terminology, without making assumptions, judgments, or accusations. This skill can facilitate the collaboration, the understanding, and the resolution of the defects and failures between the testers and the developers, as well as to prevent conflicts, misunderstandings, or blame games. Possess the necessary social skills that support effective teamwork: These are skills that involve the ability to interact, cooperate, and coordinate with other people involved in or affected by the testing activities, such as the test manager, the test team, the project manager, the developers, the customers, the users, etc. These skills can include communication, negotiation, leadership, motivation, feedback, conflict resolution, etc. These skills can enhance the quality, the productivity, and the satisfaction of the testing process, as well as to foster a positive and constructive testing culture.

  References: ISTQB Certified Tester Foundation Level (CTFL) v4.0 sources and documents: ISTQB Certified Tester Foundation Level Syllabus v4.0, Chapter 1.1.1, Testing and the Software Development Lifecycle ISTQB Certified Tester Foundation Level Syllabus v4.0, Chapter 1.1.2, Testing and Quality ISTQB Certified Tester Foundation Level Syllabus v4.0, Chapter 1.2.1, Testing Principles ISTQB Certified Tester Foundation Level Syllabus v4.0, Chapter 1.2.2, Testing Policies, Strategies, and Test Approaches ISTQB Glossary of Testing Terms v4.0, Test-driven Development, Test Management Tool, Defect Tracking Tool, Defect Report, Failure, Social Skill2

• Question 326:

  The following rules determine the annual bonus to be paid to a salesman of a company based on the total annual amount of the sales made (referred to as TAS).

  If the TAS is between 50k and 80k, the bonus is 10%. If the TAS exceeds 80k by a value not greater than 40k, the bonus is 15%. Finally, if the TAS exceeds the maximum threshold which entitles to a 15% bonus, the bonus is 22%.

  Consider applying equivalence partitioning to the TAS (Note: 1k = 1000 euros).

  Which one of the following answers contain only test cases that belong to the same equivalence partition?

  A. TC1 = 81 k; TC2= 97k; TC3=111k; TC4=118k
  B. TC1 = 40k; TC2= 46k; TC3=51k; TC4=53k
  C. TC1 = 79k; TC2= 80k; TC3=81k; TC4=82k
  D. TC1 = 90k; TC2= 110k; TC3=125k: TC4=140k
  A. TC1 = 81 k; TC2= 97k; TC3=111k; TC4=118k

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  Explanation

  This answer is correct because equivalence partitioning is a test design technique that divides the input domain of a system or component into partitions of equivalent data, such that each partition is expected to produce the same output or behavior. Equivalence partitioning aims to reduce the number of test cases by selecting one representative value from each partition. In this case, the input domain of the TAS can be divided into four partitions based on the bonus rules: less than 50k, between 50k and 80k, between 80k and 120k, and more than 120k. The test cases in the answer belong to the same partition, which is between 80k and 120k, and they are expected to produce the same output, which is a bonus of 15%.

  References: ISTQB Glossary of Testing Terms v4.0, ISTQB Foundation Level Syllabus v4.0, Section 2.3.2.1

• Question 327:

  In the newest version of payroll system number of changes were made. As a tester you got a task to perform regression and confirmation tests. Which of the following project activities are related to confirmation testing?

  A. Testing due to the application of a new version of the interface
  B. Testing that fixes resolved the defects in the search function
  C. Testing if a system still works after update of an operating system
  D. Testing to ensure the adding of a new functionalities haven't broken existing functions
  B. Testing that fixes resolved the defects in the search function

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  Explanation

  Confirmation testing, also known as re-testing, is performed to verify that specific defects have been successfully fixed.

  Option A: "Testing due to the application of a new version of the interface" would typically involve regression testing, not confirmation testing. Option B: "Testing that fixes resolved the defects in the search function" fits the description of

  confirmation testing as it focuses on ensuring that specific issues have been addressed. Option C: "Testing if a system still works after update of an operating system" is an example of regression testing, as it checks the overall system

  behavior after an update. Option D: "Testing to ensure the adding of new functionalities haven't broken existing functions" is another example of re (ISTQB not-for-profit association) (Udemy) it checks for unintended consequences of new

  changes.

  Therefore, the correct answer is B

  References:

  Certified Tester Foundation Level v4.0

  ISTQB Foundation Level Syllabus 4.0 (2023)

• Question 328:

  Which of the following statements BEST describes the shift-left approach in software testing?

  A. Testing is performed after the development phase is completed.
  B. Testing is performed on the entire system or product.
  C. Testing is performed by an independent testing team.
  D. Testing is performed as early as possible in the software development life cycle.
  D. Testing is performed as early as possible in the software development life cycle.

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  Explanation

• Question 329:

  For the same financial institution in question12, with the same requirements and expectations, what would be the most likely investment values used in testing if two-point boundary value analysis is used to design test cases specific to the 13% interest rate equivalence partition?

  A. R100 000, R100 001, R500 000, R500 001.
  B. R99 999, R100 000, R499 999, R500 000.
  C. R100 000. R500 000.
  D. R99 000, R500 001.
  A. R100 000, R100 001, R500 000, R500 001.

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  Explanation

  For boundary value analysis, the test cases should include the boundary values just inside and just outside the equivalence partition for the 13% interest rate range:

  R100,000 (just inside the previous range)

  R100,001 (start of the 13% range)

  R500,000 (end of the 13% range)

  R500,001 (just outside the range)

  These values ensure that both the edges of the partition are tested.

• Question 330:

  Consider a given test plan which, among others, contains the following three sections: "Test Scope", "Testing Communication", and "Stakeholders". The features of the test object to be tested and those excluded from the testing represent information that is:

  A. not usually included in a test plan, and therefore in the given test plan it should not be specified neither within the three sections mentioned, nor within the others
  B. usually included in a test plan and, in the given test plan, it is more likely to be specified within "Test Scope" rather than in the other two sections mentioned
  C. usually included in a test plan and, in the given test plan, it is more likely to be specified within "Testing Communication" rather than in the other two sections mentioned
  D. usually included in a test plan and, in the given test plan, it is more likely to be specified within "Stakeholders" rather than in the other two sections mentioned
  B. usually included in a test plan and, in the given test plan, it is more likely to be specified within "Test Scope" rather than in the other two sections mentioned

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  Explanation

  The features of the test object to be tested and those excluded from the testing represent information that is usually included in a test plan and, in the given test plan, it is more likely to be specified within "Test Scope" rather than in the other two sections mentioned. The test scope defines the boundaries and limitations of the testing activities, such as the test items, the features to be tested, the features not to be tested, the test objectives, the test environment, the test resources, the test assumptions, the test risks, etc. The test scope helps to establish a common understanding of what is included and excluded from the testing, and to avoid ambiguity, confusion, or misunderstanding among the stakeholders. The other two sections, "Testing Communication" and "Stakeholders", are also important parts of a test plan, but they do not directly address the features of the test object. The testing communication describes the methods, frequency, and responsibilities for the communication and reporting of the testing progress, status, issues, and results. The stakeholders identify the roles and responsibilities of the people involved in or affected by the testing activities, such as the test manager, the test team, the project manager, the developers, the customers, the users, etc.

  References: ISTQB Certified Tester Foundation Level (CTFL) v4.0 sources and documents: ISTQB Certified Tester Foundation Level Syllabus v4.0, Chapter 2.1.1, Test Planning1 ISTQB Glossary of Testing Terms v4.0, Test Plan, Test Scope2