Valid CTFL_Syll_4.0 Exam Q&A PDF CTFL_Syll_4.0 Dump is Ready (Updated 72 Questions) [Q27-Q48]

Valid CTFL_Syll_4.0 Exam Q&A PDF CTFL_Syll_4.0 Dump is Ready (Updated 72 Questions)

Exam Questions and Answers for  CTFL_Syll_4.0 Study Guide

NEW QUESTION # 27
Which of the following statements about white-box test techniques is true?

• A. Code-related white-box test techniques are not required to measure the actual code coverage achieved by black-box testing, as code coverage can be measured using the coverage criteria associated with black-box test techniques
• B. Branch coverage is the most thorough code-related white-box test technique, and therefore applicable standards prescribe achieving full branch coverage at the highest safety levels for safety-critical systems
• C. Code-related white-box test techniques provide an objective measure of coverage and can be used to complement black-box test techniques to increase confidence in the code
• D. Achieving full statement coverage and full branch coverage for a software product means that such software product has been fully tested and there are no remaining bugs within the code

Answer: C

Explanation:
Explanation
This answer is correct because code-related white-box test techniques are test design techniques that use the structure of the code to derive test cases. They provide an objective measure of coverage, such as statement coverage, branch coverage, or path coverage, which indicate how much of the code has been exercised by the test cases. Code-related white-box test techniques can be used to complement black-box test techniques, which are test design techniques that use the functional or non-functional requirements of the system or component to derive test cases. By combining both types of techniques, testers can increase their confidence in the code and find more defects. References: ISTQB Glossary of Testing Terms v4.0, ISTQB Foundation Level Syllabus v4.0, Section 2.3.2.2

NEW QUESTION # 28
A new web app aims at offering a rich user experience. As a functional tester, you have run some functional tests to verify that, before releasing the app, such app works correctly on several mobile devices, all of which are listed as supported devices within the requirements specification. These tests were performed on stable and isolated test environments where you were the only user interacting with the application. All tests passed, but in some of those tests you observed the following issue: on some mobile devices only, the response time for two web pages containing images was extremely slow.
Based only on the given information, which of the following recommendation would you follow?

• A. You should not open any defect report as the problem is most likely due to poor hardware equipment on the devices where you observed the issue
• B. You should not open any defect report and inform the test manager that the devices on which you observed the issue should no longer be supported so that they will be removed from the requirements specification
• C. You should open a defect report providing detailed information on which devices and by running which tests you observed the issue
• D. The issue is related to performance efficiency, not functionality. Thus, as a functional tester, you should not open any defect report as all the functional tests passed

Answer: C

Explanation:
As a functional tester, you should open a defect report providing detailed information on which devices and by running which tests you observed the issue. A defect report is a document that records the occurrence, nature, and status of a defect detected during testing, and provides information for further investigation and resolution. A defect report should include relevant information such as the defect summary, the defect description, the defect severity, the defect priority, the defect status, the defect origin, the defect category, the defect reproduction steps, the defect screenshots, the defect attachments, etc. Opening a defect report is a good practice for any tester who finds a defect in the software system, regardless of the type or level of testing performed. The other options are not recommended, because:
The issue is related to performance efficiency, not functionality, but that does not mean that as a functional tester, you should not open any defect report as all the functional tests passed. Performance efficiency is a quality characteristic that measures how well the software system performs its functions under stated conditions, such as the response time, the resource utilization, the throughput, etc. Performance efficiency is an important aspect of the user experience, especially for web applications that run on different devices and networks. Even if the functional tests passed, meaning that the software system met the functional requirements, the performance issue observed on some devices could still affect the user satisfaction, the usability, the reliability, and the security of the software system. Therefore, as a functional tester, you have the responsibility to report the performance issue as a defect, and provide as much information as possible to help the developers or the performance testers to investigate and resolve it.

NEW QUESTION # 29
During component testing of a program if 100% decision coverage is achieved, which of the following coverage criteria is also guaranteed to be 100%?

• A. 100% Equivalence class coverage
• B. 100% Boundary value coverage
• C. 100% Stale transition coverage
• D. 100% Statement coverage

Answer: D

Explanation:
Statement coverage is a structural coverage metric that measures the percentage of executable statements in the source code that are executed by a test suite1. Decision coverage is another structural coverage metric that measures the percentage of decision outcomes (such as branches or conditions) in the source code that are executed by a test suite1. Decision coverage is a stronger metric than statement coverage, because it requires that every possible outcome of each decision is tested, while statement coverage only requires that every statement is executed at least once2. Therefore, if a test suite achieves 100% decision coverage, it also implies that it achieves 100% statement coverage, because every statement in every branch or condition must have been executed. However, the converse is not true: 100% statement coverage does not guarantee 100% decision coverage, because some branches or conditions may have multiple outcomes that are not tested by the test suite2. For example, consider the following pseudocode:
if (x > 0) then print("Positive") else print("Non-positive") end if
A test suite that executes this code with x = 1 and x = -1 will achieve 100% statement coverage, because both print statements are executed. However, it will not achieve 100% decision coverage, because the condition x > 0 has only been tested with two outcomes: true and false. The third possible outcome, x = 0, has not been tested by the test suite. Therefore, the test suite may miss a potential bug or error in the condition or the branch.
The other options, such as stale transition coverage, equivalence class coverage, and boundary value coverage, are not guaranteed to be 100% by achieving 100% decision coverage. Stale transition coverage is a structural coverage metric that measures the percentage of transitions between states in a state machine that are executed by a test suite3. Equivalence class coverage is a functional coverage metric that measures the percentage of equivalence classes (or partitions) of input or output values that are tested by a test suite4. Boundary value coverage is another functional coverage metric that measures the percentage of boundary values (or extreme values) of input or output ranges that are tested by a test suite4. These metrics are independent of decision coverage, because they are based on different aspects of the system under test, such as its behavior, functionality, or specification. Therefore, achieving 100% decision coverage does not imply achieving 100% of any of these metrics, and vice versa. Reference = ISTQB® Certified Tester Foundation Level Syllabus v4.0, Test Coverage in Software Testing - Guru99, Structural Coverage Metrics - MATLAB & Simulink - MathWorks India, Test Design Coverage in Software Testing - GeeksforGeeks.

NEW QUESTION # 30
Which of the following work products cannot be examined by static analysis?

• A. Compiled code
• B. Test plans
• C. Source code
• D. Formal models

Answer: B

Explanation:
Static analysis is the process of examining the work products of a software development or testing activity without executing them. Static analysis can be applied to various types of work products, such as requirements, design, code, test cases, etc. However, test plans are not suitable for static analysis, because they are high-level documents that describe the test objectives, scope, strategy, resources, schedule, and risks of a testing project. Test plans are not executable or formalized in a way that static analysis tools can analyze them. Therefore, option A is the correct answer.

NEW QUESTION # 31
Which of the following is a test task that usually occurs during test implementation?

• A. Archive the testware for use in future test projects
• B. Make sure the planned test environment is ready to be delivered
• C. Find, analyze, and remove the causes of the failures highlighted by the tests
• D. Gather the metrics that are used to guide the test project

Answer: B

Explanation:
Explanation
A test task that usually occurs during test implementation is to make sure the planned test environment is ready to be delivered. The test environment is the hardware and software configuration on which the tests are executed, and it should be as close as possible to the production environment where the software system will operate. The test environment should be planned, prepared, and verified before the test execution, to ensure that the test conditions, the test data, the test tools, and the test interfaces are available and functional. The other options are not test tasks that usually occur during test implementation, but rather test tasks that occur during other test activities, such as:
Find, analyze, and remove the causes of the failures highlighted by the tests: This is a test task that usually occurs during test analysis and design, which is the activity of analyzing the test basis, designing the test cases, and identifying the test data. During this activity, the testers can use techniques such as root cause analysis, defect prevention, or defect analysis, to find, analyze, and remove the causes of the failures highlighted by the previous tests, and to prevent or reduce the occurrence of similar failures in the future tests.
Archive the testware for use in future test projects: This is a test task that usually occurs during test closure, which is the activity of finalizing and reporting the test results, evaluating the test process, and identifying the test improvement actions. During this activity, the testers can archive the testware, which are the test artifacts produced during the testing process, such as the test plan, the test cases, the test data, the test results, the defect reports, etc., for use in future test projects, such as regression testing, maintenance testing, or reuse testing.
Gather the metrics that are used to guide the test project: This is a test task that usually occurs during test monitoring and control, which is the activity of tracking and reviewing the test progress, status, and quality, and taking corrective actions when necessary. During this activity, the testers can gather the metrics, which are the measurements of the testing process, such as the test coverage, the defect density, the test effort, the test duration, etc., that are used to guide the test project, such as planning, estimating, scheduling, reporting, or improving the testing process. 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 Certified Tester Foundation Level Syllabus v4.0, Chapter 2.1.2, Test Monitoring and Control1 ISTQB Certified Tester Foundation Level Syllabus v4.0, Chapter 2.1.3, Test Analysis and Design1 ISTQB Certified Tester Foundation Level Syllabus v4.0, Chapter 2.1.4, Test Implementation1 ISTQB Certified Tester Foundation Level Syllabus v4.0, Chapter 2.1.5, Test Execution1 ISTQB Certified Tester Foundation Level Syllabus v4.0, Chapter 2.1.6, Test Closure1 ISTQB Glossary of Testing Terms v4.0, Test Environment, Test Condition, Test Data, Test Tool, Test Interface, Failure, Root Cause Analysis, Defect Prevention, Defect Analysis, Testware, Regression Testing, Maintenance Testing, Reuse Testing, Test Coverage, Defect Density, Test Effort, Test Duration2

NEW QUESTION # 32
Which of the following is not an example of a typical generic skill required for testing?

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

Answer: C

Explanation:
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

NEW QUESTION # 33
The following chart represents metrics related to testing of a project that was competed. Indicate what is represented by tie lines A, B and the axes X.Y

• A.
• B.
• C.
• D.

Answer: C

Explanation:
Option D correctly explains what is represented by the lines A, B and the axes X, Y in a testing metrics chart. According to option D:
X-axis represents Time
Y-axis represents Count
Line A represents Number of open bugs
Line B represents Total number of executed tests
This information is essential in understanding and analyzing the testing metrics of a completed project.

NEW QUESTION # 34
A virtual service emulating a real third-party service and the automated test scripts (aimed at testing the system under test) that interact with that service, are test work products that are typically created during:

• A. Test implementation
• B. Test design
• C. Test monitoring and control
• D. Test analysis

Answer: A

Explanation:
This answer is correct because test implementation is the activity where test work products, such as test cases, test data, test scripts, test harnesses, test stubs, or virtual services, are created and verified. Test implementation also involves setting up the test environment and preparing the test execution schedule. A virtual service emulating a real third-party service and the automated test scripts that interact with that service are examples of test work products that are typically created during test implementation. Reference: ISTQB Glossary of Testing Terms v4.0, ISTQB Foundation Level Syllabus v4.0, Section 2.2.2.3

NEW QUESTION # 35
Which of the following statements is true?

• A. A defect may cause a failure which, when occurring, always causes an error
• B. Failures can be caused by defects, but also by environmental conditions
• C. Bugs are defects found during component testing, while failures are defects found at higher test levels
• D. A defect does not always produce a failure, while a bug always produces a failure

Answer: B

Explanation:
Failures can be caused by defects, but also by environmental conditions. A failure is an event in which the software system does not perform a required function or performs a function incorrectly, according to the expected behavior. A defect is a flaw in the software system or a deviation from the requirements or the specifications, that may cause a failure. However, not all failures are caused by defects, as some failures may be caused by environmental conditions, such as hardware malfunctions, network interruptions, power outages, incompatible configurations, etc. Environmental conditions are factors that affect the operation of the software system, but are not part of the software system itself. The other statements are false, because:
A defect does not always produce a failure, while a bug always produces a failure. This statement is false, because a defect may or may not produce a failure, depending on the inputs, the outputs, the states, or the scenarios of the software system, and a bug is just another term for a defect, so it has the same possibility of producing a failure as a defect. For example, a defect in a rarely used feature or a hidden branch of the code may never produce a failure, while a defect in a frequently used feature or a critical path of the code may produce a failure often. A bug is not a different concept from a defect, but rather a synonym or a colloquial term for a defect, so it has the same definition and implications as a defect.
A defect may cause a failure which, when occurring, always causes an error. This statement is false, because an error is not a consequence of a failure, but rather a cause of a defect. An error is a human action or a mistake that produces a defect in the software system, such as a typo, a logic flaw, a requirement misunderstanding, etc. An error is not observable in the software system, but rather in the human mind or the human work products, such as the code, the design, the documentation, etc. A failure is not a cause of an error, but rather a result of a defect, which is a result of an error. For example, an error in the code may cause a defect in the software system, which may cause a failure in the software behavior.
Bugs are defects found during component testing, while failures are defects found at higher test levels. This statement is false, because bugs and failures are not different types of defects, but rather different terms for defects and their manifestations. As mentioned before, bugs are just another word for defects, and failures are the events in which the software system does not perform as expected due to defects. Bugs and failures can be found at any test level, not only at component testing or higher test levels. Test levels are the stages of testing that correspond to the levels of integration of the software system, such as component testing, integration testing, system testing, and acceptance testing. Defects and failures can occur and be detected at any test level, depending on the test objectives, the test basis, the test techniques, and the test environment. Reference: ISTQB Certified Tester Foundation Level (CTFL) v4.0 sources and documents:
ISTQB® Certified Tester Foundation Level Syllabus v4.0, Chapter 1.1.2, Testing and Quality1 ISTQB® Certified Tester Foundation Level Syllabus v4.0, Chapter 1.2.1, Testing Principles1 ISTQB® Certified Tester Foundation Level Syllabus v4.0, Chapter 1.3.1, Testing in Software Development Lifecycles1 ISTQB® Glossary of Testing Terms v4.0, Failure, Defect, Bug, Environmental Condition, Error, Test Level2

NEW QUESTION # 36
The whole-team approach:

• A. is a consensus-based approach that engages the whole team in estimating the user stories
• B. promotes the idea that all team members should have a thorough understanding of test techniques
• C. is mostly adopted in projects aimed at developing safety-critical systems, as it ensures the highest level of testing independence
• D. promotes the idea that all team members should be responsible for the quality of the product

Answer: D

Explanation:
Explanation
This answer is correct because the whole-team approach is a way of working in agile projects where all team members share the responsibility for the quality of the product, and collaborate on delivering value to the customer. The whole-team approach involves testers, developers, business analysts, product owners, and other stakeholders in planning, designing, developing, testing, and delivering the product. The whole-team approach fosters communication, feedback, learning, and continuous improvement within the team. References: ISTQB Glossary of Testing Terms v4.0, ISTQB Foundation Level Syllabus v4.0, Section 3.1.1.1

NEW QUESTION # 37
In a two-hour uninterrupted test session, performed as part of an iteration on an Agile project, a heuristic checklist was used to help the tester focus on some specific usability issues of a web application.
The unscripted tests produced by the tester's experience during such session belong to which one of the following testing quadrants?

• A. Q3
• B. Q2
• C. Q1
• D. Q4

Answer: A

Explanation:
Explanation
The unscripted tests produced by the tester's experience during the two-hour test session belong to the testing quadrant Q3. The testing quadrants are a classification of testing types based on two dimensions: the test objectives (whether the testing is focused on supporting the team or critiquing the product) and the test basis (whether the testing is based on the technology or the business). The testing quadrants are labeled as Q1, Q2, Q3, and Q4, and each quadrant represents a different testing perspective, such as unit testing, acceptance testing, usability testing, or performance testing. The testing quadrant Q3 corresponds to the testing types that have the objective of critiquing the product from the business perspective, such as exploratory testing, usability testing, user acceptance testing, alpha testing, beta testing, etc. The unscripted tests performed by the tester in the given scenario are examples of exploratory testing and usability testing, as they are based on the tester's experience, intuition, and learning of the web application, and they focus on some specific usabilityissues, such as the user interface, the user satisfaction, the user feedback, etc. The other options are incorrect, because:
The testing quadrant Q1 corresponds to the testing types that have the objective of supporting the team from the technology perspective, such as unit testing, component testing, integration testing, system testing, etc. These testing types are usually performed by developers or testers who have access to the source code, the design, the architecture, or the configuration of the software system, and they aim to verify the functionality, the quality, and the reliability of the software system at different levels of integration.
The testing quadrant Q2 corresponds to the testing types that have the objective of supporting the team from the business perspective, such as functional testing, acceptance testing, story testing, scenario testing, etc. These testing types are usually performed by testers or customers who have access to the requirements, the specifications, the user stories, or the business processes of the software system, and they aim to validate that the software system meets the expectations and the needs of the users and the stakeholders.
The testing quadrant Q4 corresponds to the testing types that have the objective of critiquing the product from the technology perspective, such as performance testing, security testing, reliability testing, compatibility testing, etc. These testing types are usually performed by testers or specialists who have access to the tools, the metrics, the standards, or the benchmarks of the software system, and they aim to evaluate the non-functional aspects of the software system, such as the efficiency, the security, the reliability, or the compatibility of the software system under different conditions or environments.
References: ISTQB Certified Tester Foundation Level (CTFL) v4.0 sources and documents:
ISTQB Certified Tester Foundation Level Syllabus v4.0, Chapter 1.3.1, Testing in Software Development Lifecycles ISTQB Glossary of Testing Terms v4.0, Testing Quadrant, Exploratory Testing, Usability Testing, Unit Testing, Component Testing, Integration Testing, System Testing, Functional Testing, Acceptance Testing, Story Testing, Scenario Testing, Performance Testing, Security Testing, Reliability Testing, Compatibility Testing

NEW QUESTION # 38
What type of testing measures its effectiveness by tracking which lines of code were executed by the tests?

• A. Exploratory testing
• B. Acceptance testing
• C. Integration testing
• D. Structural testing

Answer: D

Explanation:
Structural testing is a type of testing that measures its effectiveness by tracking which lines of code were executed by the tests. Structural testing, also known as white-box testing or glass-box testing, is based on the internal structure, design, or implementation of the software. Structural testing aims to verify that the software meets the specified quality attributes, such as performance, security, reliability, or maintainability, by exercising the code paths, branches, statements, conditions, or data flows. Structural testing uses various coverage metrics, such as function coverage, line coverage, branch coverage, or statement coverage, to determine how much of the code has been tested and to identify any untested or unreachable parts of the code. Structural testing can be applied at any level of testing, such as unit testing, integration testing, system testing, or acceptance testing, but it is more commonly used at lower levels, where the testers have access to the source code.
The other options are not correct because they are not types of testing that measure their effectiveness by tracking which lines of code were executed by the tests. Acceptance testing is a type of testing that verifies that the software meets the acceptance criteria and the user requirements. Acceptance testing is usually performed by the end-users or customers, who may not have access to the source code or the technical details of the software. Acceptance testing is more concerned with the functionality, usability, or suitability of the software, rather than its internal structure or implementation. Integration testing is a type of testing that verifies that the software components or subsystems work together as expected. Integration testing is usually performed by the developers or testers, who may use both structural and functional testing techniques to check the interfaces, interactions, or dependencies between the components or subsystems. Integration testing is more concerned with the integration logic, data flow, or communication of the software, rather than its individual lines of code. Exploratory testing is a type of testing that involves simultaneous learning, test design, and test execution. Exploratory testing is usually performed by the testers, who use their creativity, intuition, or experience to explore the software and discover any defects, risks, or opportunities for improvement. Exploratory testing is more concerned with the behavior, quality, or value of the software, rather than its internal structure or implementation. Reference = ISTQB Certified Tester Foundation Level (CTFL) v4.0 syllabus, Chapter 4: Test Techniques, Section 4.3: Structural Testing Techniques, Pages 51-54; Chapter 1: Fundamentals of Testing, Section 1.4: Testing Throughout the Software Development Lifecycle, Pages 11-13; Chapter 3: Static Testing, Section 3.4: Exploratory Testing, Pages 40-41.

NEW QUESTION # 39
Which of the following statements is true?

• A. Experience-based test techniques rely on the experience of testers to identify the root causes of defects found by black-box test techniques
• B. Some of the most common test basis used by white-box test techniques include user stories, use cases and business processes
• C. The primary goal of experience-based test techniques is to design test cases that can be easily automated using a GUI-based test automation tool
• D. Experience-based test techniques are often useful to detect hidden defects that have not been targeted by black-box test techniques

Answer: D

Explanation:
Experience-based test techniques are test design techniques that rely on the experience, knowledge, intuition, and creativity of the testers to identify and execute test cases that are likely to find defects in the software system. Experience-based test techniques are often useful to detect hidden defects that have not been targeted by black-box test techniques, which are test design techniques that use the external behavior and specifications of the software system as the test basis, without considering its internal structure or implementation. Experience-based test techniques can complement black-box test techniques by covering aspects that are not explicitly specified, such as usability, security, reliability, performance, etc. The other statements are false, because:
Experience-based test techniques do not rely on the experience of testers to identify the root causes of defects found by black-box test techniques, but rather to identify the potential sources of defects based on their own insights, heuristics, or exploratory testing. The root causes of defects are usually identified by debugging or root cause analysis, which are activities that involve examining the code or the development process to find and fix the errors that led to the defects.
Some of the most common test basis used by white-box test techniques include the source code, the design documents, the architecture diagrams, and the control flow graphs of the software system. White-box test techniques are test design techniques that use the internal structure and implementation of the software system as the test basis, and aim to achieve a certain level of test coverage based on the code elements, such as statements, branches, paths, etc. User stories, use cases, and business processes are examples of test basis used by black-box test techniques, as they describe the functional and non-functional requirements of the software system from the perspective of the users or the stakeholders.
The primary goal of experience-based test techniques is not to design test cases that can be easily automated using a GUI-based test automation tool, but rather to design test cases that can reveal defects that are not easily detected by other test techniques, such as boundary value analysis, equivalence partitioning, state transition testing, etc. Test automation is the use of software tools to execute test cases and compare actual results with expected results, without human intervention. Test automation can be applied to different types of test techniques, depending on the test objectives, the test levels, the test tools, and the test resources. However, test automation is not always feasible or beneficial, especially for test cases that require human judgment, creativity, or exploration, such as those designed by experience-based test techniques. Reference: ISTQB Certified Tester Foundation Level (CTFL) v4.0 sources and documents:
ISTQB® Certified Tester Foundation Level Syllabus v4.0, Chapter 2.2.1, Black-box Test Design Techniques ISTQB® Certified Tester Foundation Level Syllabus v4.0, Chapter 2.2.2, White-box Test Design Techniques ISTQB® Certified Tester Foundation Level Syllabus v4.0, Chapter 2.2.3, Experience-based Test Design Techniques ISTQB® Glossary of Testing Terms v4.0, Experience-based Test Technique, Black-box Test Technique, White-box Test Technique, Test Basis, Test Coverage, Test Automation

NEW QUESTION # 40
Consider the following user story about the authentication functionality of an e-commerce website:
"As a logged-in user, I want to change my current password with a new one, so that I can make my account safer".
The following are some of the acceptance criteria defined for the user story:
[a] After the logged-in user has successfully changed his password, an email confirming the change must be sent to him
[b] To successfully change the password, the logged-in user must enter the current password, enter a new valid password, and finally confirm by pressing the 'Change Password' button
[c] To be valid, the new password entered by the logged-in user is not only required to meet the criteria related to the length and type of characters, but must also be different form the last 5 passwords of that user
[d] A dedicated error message must be presented to the logged-in user when he enters a wrong current password
[e] A dedicated error message must be presented to the logged-in user when he enters the correct current password, but enters an invalid password Based only on the given information, which of the following ATDD tests is most likely to be written first?

• A. The logged-in user enters the correct current password, enters an invalid password, and finally views the dedicated error
• B. The logged-in user submits a purchase order containing ten items, selects to pay with a Visa credit card, enters credit card information of a valid card, presses the 'Confirm' button, and finally views the dedicated message confirming that the purchase has been successful
• C. The logged-in user enters the correct current password, enters a valid new password (different from the last 5 passwords), presses the Change Password' button, and finally receives the e-mail confirming that the password has been successfully changed
• D. The logged-in user enters a wrong current password and views the dedicated error message

Answer: C

Explanation:
Explanation
ATDD stands for Acceptance Test-Driven Development, which is a collaborative approach to software development and testing, in which the acceptance criteria of a user story are defined and automated as executable tests before the implementation of the software system. ATDD tests are usually written in a Given-When-Then format, which describes the preconditions, the actions, and the expected outcomes of a test scenario. ATDD tests are intended to verify that the software system meets the expectations and the needs of the users and the stakeholders, as well as to provide feedback and guidance for the developers and the testers.
Based on the given information, the ATDD test that is most likely to be written first is the one that corresponds to option B, which is:
Given the logged-in user is on the Change Password page When the user enters the correct current password, enters a valid new password (different from the last 5passwords), and presses the Change Password button Then the user receives an email confirming that the password has been successfully changed This ATDD test is most likely to be written first, because it covers the main functionality and the happy path of the user story, as well as the most important acceptance criterion [a]. It also verifies that the user can change the password with a valid new password that meets the criteria related to the length, the type of characters, and the history of the passwords, as specified in the acceptance criterion [c]. The other options are not likely to be written first, because they either cover less critical or less frequent scenarios, such as entering a wrong current password [d] or an invalid new password [e], or they are not related to the user story or the acceptance criteria at all, such as submitting a purchase order [d]. References: ISTQB Certified Tester Foundation Level (CTFL) v4.0 sources and documents:
ISTQB Certified Tester Foundation Level Syllabus v4.0, Chapter 1.3.1, Testing in Software Development Lifecycles1 ISTQB Glossary of Testing Terms v4.0, Acceptance Test-Driven Development, User Story, Acceptance Criterion, Given-When-Then2

NEW QUESTION # 41
Which of the following statements is an example of testing contributing to higher quality?

• A. A project manager asks to a test leader to estimate the test effort
• B. A test leader writes a test summary report
• C. A tester finds a bug which is resolved prior to release
• D. A tester installs a test ten in the lest environment

Answer: C

Explanation:
The question is about identifying an example of testing contributing to higher quality. Quality is the degree to which a component, system or process meets specified requirements and/or user/customer needs and expectations1. Testing is the process consisting of all lifecycle activities, both static and dynamic, concerned with planning, preparation and evaluation of software products and related work products to determine that they satisfy specified requirements, to demonstrate that they are fit for purpose and to detect defects2.
Therefore, testing contributes to higher quality by verifying and validating that the software products and related work products meet the specified requirements, are fit for purpose and have no defects, or at least have a reduced number of defects. Testing also provides information about the quality of the software products and related work products to the stakeholders, who can make informed decisions based on the test results3.
Out of the four given statements, only option D is an example of testing contributing to higher quality, as it shows that testing has detected a defect (a flaw in a component or system that can cause the component or system to fail to perform its required function4) and that the defect has been resolved (fixed and confirmed) prior to release (delivery of the software product to the customer or end user). This means that testing has prevented a potential failure (an event in which a component or system does not perform a required function within specified limits) from occurring in the operational environment, and thus has improved the quality of the software product.
Option A is not an example of testing contributing to higher quality, as it is a reporting activity that summarizes the test results and evaluates the test objectives, but does not directly affect the quality of the software product or related work products. A test summary report is a document that records and communicates the outcomes of testing activities, including test completion criteria, test results, incident reports, test summary and evaluation, and lessons learned.
Option B is not an example of testing contributing to higher quality, as it is a planning activity that estimates the resources and time needed for testing activities, but does not directly affect the quality of the software product or related work products. A test effort estimate is an approximation of the amount of work and/or the duration of time required to perform testing activities.
Option C is not an example of testing contributing to higher quality, as it is a preparation activity that sets up the test environment (an environment containing hardware, instrumentation, simulators, software tools, and other support elements needed to conduct a test), but does not directly affect the quality of the software product or related work products. A test environment installation is a process of installing and configuring the test environment according to the test environment specification.
Reference:
1: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 10
2: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 11
3: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 12
4: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 13
5: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 13
6: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 77
7: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 78
8: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 79
9: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 80
10: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 81
11: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 82
12: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 83
13: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 84
14: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 85
15: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 86
16: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 87
17: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 88
18: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 89
19: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 90
20: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 91
21: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 92
22: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 93
23: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 94
24: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 95
25: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 96
26: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 97
27: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 98
28: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 99
29: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 100
30: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 101
31: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 102
32: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 103
33: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 104
34: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 105
35: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 106
36: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 107

NEW QUESTION # 42
Which of the following is not an example of a typical generic skill required for testing?

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

Answer: C

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. Reference: 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

NEW QUESTION # 43
Which of the following statements is not correct?

• A. Looking for defects in a system may require Ignoring system details
• B. Identifying defects may be perceived as criticism against product
• C. Testing is often seen as a destructive activity instead of constructive activity
• D. Looking for defects in system requires professional pessimism and curiosity

Answer: A

Explanation:
Looking for defects in a system does not require ignoring system details, but rather paying attention to them and understanding how they affect the system's quality, functionality, and usability. Ignoring system details could lead to missing important defects or testing irrelevant aspects of the system.
Identifying defects may be perceived as criticism against product, especially by the developers or stakeholders who are invested in the product's success. However, identifying defects is not meant to be a personal attack, but rather a constructive feedback that helps to improve the product and ensure its alignment with the requirements and expectations of the users and clients.
Looking for defects in system requires professional pessimism and curiosity, as testers need to anticipate and explore the possible ways that the system could fail, malfunction, or behave unexpectedly. Professional pessimism means being skeptical and critical of the system's quality and reliability, while curiosity means being eager and interested in finding out the root causes and consequences of the defects.
Testing is often seen as a destructive activity instead of constructive activity, as it involves finding and reporting the flaws and weaknesses of the system, rather than creating or enhancing it. However, testing is actually a constructive activity, as it contributes to the system's improvement, verification, validation, and optimization, and ultimately to the delivery of a high-quality product that meets the needs and expectations of the users and clients.

NEW QUESTION # 44
Test automation allows you to:

• A. produce tests that are less subject to human errors
• B. avoid performing exploratory testing
• C. demonstrate the absence of defects
• D. increase test process efficiency by facilitating management of defects

Answer: A

Explanation:
Test automation allows you to produce tests that are less subject to human errors, as they can execute predefined test scripts or test cases with consistent inputs, outputs, and expected results. Test automation can also reduce the manual effort and time required to execute repetitive or tedious tests, such as regression tests, performance tests, or data-driven tests. Test automation does not demonstrate the absence of defects, as it can only verify the expected behavior of the system under test, not the unexpected or unknown behavior. Test automation does not avoid performing exploratory testing, as exploratory testing is a valuable technique to discover new information, risks, or defects that are not covered by automated tests. Test automation does not increase test process efficiency by facilitating management of defects, as defect management is a separate activity that involves reporting, tracking, analyzing, and resolving defects, which may or may not be related to automated tests. Reference: ISTQB Certified Tester Foundation Level (CTFL) v4.0 sources and documents:
ISTQB® Certified Tester Foundation Level Syllabus v4.0, Chapter 3.3.1, Test Automation1 ISTQB® Glossary of Testing Terms v4.0, Test Automation2

NEW QUESTION # 45
Which of the following statements about branch coverage is true?

• A. If full branch coverage has been achieved, then all combinations of conditions in a decision table have surely been exercised
• B. If full branch coverage has been achieved, then all unconditional branches within the code have surely been exercised
• C. Exercising at least one of the decision outcomes for all decisions within the code, ensures achieving full branch coverage
• D. The minimum number of test cases needed to achieve full branch coverage, is usually lower than that needed to achieve full statement coverage

Answer: C

Explanation:
Explanation
Exercising at least one of the decision outcomes for all decisions within the code, ensures achieving full branch coverage, which is a test coverage criterion that requires that all branches in the control flow of the code are executed at least once by the test cases. A branch is a basic block of code that has a single entry point and a single exit point, and a decision is a point in the code where the control flow can take more than one direction, such as an if-then-else statement, a switch-case statement, a loop statement, etc. The decision outcomes are the possible paths that can be taken from a decision, such as the then branch or the else branch, the case branch or the default branch, the loop body or the loop exit, etc. The other statements are false, because:
The minimum number of test cases needed to achieve full branch coverage, is usually higher than that needed to achieve full statement coverage, which is a test coverage criterion that requires that all executable statements in the code are executed at least once by the test cases. This is because branch coverage is a stronger criterion than statement coverage, as it implies statement coverage, but not vice versa. For example, a single test case can achieve full statement coverage for an if-then-else statement, but two test cases are needed to achieve full branch coverage, as both the then branch and the else branch need to be exercised.
If full branch coverage has been achieved, then all unconditional branches within the code have not necessarily been exercised, as unconditional branches are branches that do not depend on any decision, and are always executed, such as a goto statement, a break statement, a return statement, etc.
Unconditional branches are not part of the branch coverage criterion, as they do not represent different paths in the control flow of the code. However, they are part of the statement coverage criterion, as they are executable statements in the code.
If full branch coverage has been achieved, then all combinations of conditions in a decision table have not necessarily been exercised, as a decision table is a test design technique that represents the logical relationships between multiple conditions and their corresponding actions, in a tabular format. A decision table can have more combinations of conditions than the number of decisionoutcomes in the code, as each condition can have two or more possible values, such as true or false, yes or no, etc. For example, a decision table with four conditions can have 16 combinations of conditions, but the corresponding code may have only two decision outcomes, such as pass or fail. To exercise all combinations of conditions in a decision table, a stronger test coverage criterion is needed, such as condition combination coverage, which requires that all possible combinations of condition outcomes in the code are executed at least once by the test cases. References: ISTQB Certified Tester Foundation Level (CTFL) v4.0 sources and documents:
ISTQB Certified Tester Foundation Level Syllabus v4.0, Chapter 2.3.1, Test Coverage Criteria Based on the Structure of the Software ISTQB Glossary of Testing Terms v4.0, Branch Coverage, Statement Coverage, Branch, Decision, Decision Outcome, Unconditional Branch, Decision Table, Condition Combination Coverage

NEW QUESTION # 46
Which of the following statements is true?

• A. In Agile software development, work product documentation tends to be lightweight and manual tests tend to be often unscripted as they are often produced using experience-based test techniques
• B. Sequential development models impose the use of systematic test techniques and do not allow the use of experience-based test techniques
• C. Both in Agile software development and in sequential development models, such as the V-model, test levels tend to overlap since they do not usually have defined entry and exit criteria
• D. In Agile software development, the first iterations are exclusively dedicated to testing activities, as testing will be used to drive development, which will be performed in the subsequent iterations

Answer: A

Explanation:
Explanation
This answer is correct because in Agile software development, work product documentation, such as user stories, acceptance criteria, or test cases, tends to be lightweight and concise, as the focus is on working software and frequent communication rather than comprehensive documentation. Manual tests tend to be often unscripted, as they are often produced using experience-based test techniques, such as error guessing or exploratory testing, which rely onthe tester's skills, knowledge, and creativity to find defects and provide feedback. References: ISTQB Foundation Level Syllabus v4.0, Section 3.1.1.2, Section 3.2.1.2

NEW QUESTION # 47
Consider the following simplified version of a state transition diagram that specifies the behavior of a video poker game:

What Is the minimum number of test cases needed to cover every unique sequence of up to 3 states/2 transitions starting In the "Start" state and ending In the "End" state?

• A. 0
• B. 1
• C. 2
• D. 3

Answer: D

Explanation:
The minimum number of test cases needed to cover every unique sequence of up to 3 states/2 transitions starting in the "Start" state and ending in the "End" state is 4. This is because there are 4 unique sequences of up to 3 states/2 transitions starting in the "Start" state and ending in the "End" state:
Start -> Bet -> End
Start -> Deal -> End
Start -> 1st Deal -> End
Start -> 2nd Deal -> End Reference: ISTQB Certified Tester Foundation Level (CTFL) v4.0 sources and documents.

NEW QUESTION # 48
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