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| Section | Weight | Objectives |
|---|---|---|
| Topic 1: Test Analysis and Design | 30% | - Black-box test techniques - Collaboration-based approaches - White-box test techniques - Test techniques overview - Experience-based test techniques |
| Topic 2: Static Testing | 10% | - Review process and types - Static testing basics |
| Topic 3: Testing Throughout the Software Development Lifecycle | 15% | - Maintenance testing - Testing in SDLC contexts - Test levels - Test types |
| Topic 4: Managing Test Activities | 22.5% | - Test planning - Monitoring, control and completion - Defect management - Risk-based testing - Configuration management |
| Topic 5: Fundamentals of Testing | 20% | - Essential skills and good practices - Why testing is necessary - Test activities, testware and roles - Testing principles - What is testing |
| Topic 6: Test Tools and Automation | 2.5% | - Benefits and risks of automation - Tool support for testing |
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NEW QUESTION # 216
A test status report SHOULD:
Answer: B
Explanation:
A test status report is a document that provides a snapshot of the testing activities and their progress during a particular period. It should include information about any impediments encountered during the test execution and the actions taken to resolve them, which helps stakeholders understand the challenges and how they were addressed.
Option B describes an activity related to test completion rather than ongoing status reporting.
Option C is incorrect because the structure and contents of the report may vary based on the audience's needs. Option D, while important, is not the primary purpose of a test status report, which focuses more on the current status and impediments.
NEW QUESTION # 217
Consider the following examples of risks identified in different software development projects:
[I]. It may not be possible to generate the expected workloads to run performance tests, due to the poor hardware equipment of the machines (load injectors) that should generate these workloads
[II]. A user's session on a web application is not invalidated after a certain period of inactivity (configured by the system administrator) of the user
[III]. The test team will not have an adequate requirements specification (since many requirements will still be missing) by the time test design and analysis activities should begin according to the test plan
[IV]. Following a failure, the system is unable to continue to maintain its pre-failure operation and some data becomes corrupted Which of the following statements is true?
Answer: D
Explanation:
Product Risks: Relate to the quality of the software product itself, such as functionality, performance, security, and user experience.
* II: A session management issue affects the product's security and functionality.
* IV: Inability to maintain operation and data corruption directly affects the product's reliability and data integrity.
Project Risks: Relate to the circumstances and activities within the project, such as schedule, resources, and planning.
* I: Poor hardware equipment for performance testing impacts the project's ability to conduct performance tests.
* III: Inadequate requirement specifications affect the project timeline and the ability to design tests.
NEW QUESTION # 218
Which ONE of the following statements BEST applies tochecklist-based testing?
Answer: D
Explanation:
Checklist-based testingusesspecific test conditions(B) that help testers ensure key aspects are validated. The checklist items can be derived from past defects, requirements, or regulatory standards.
* (A) is incorrectbecause general guidelines lack specificity.
* (C) is incorrectbecause checklists can be used for both manual and automated testing.
* (D) is incorrectbecause checklists are useful for both functional and non-functional testing (e.g., security, performance).
Checklistshelp ensure completenesswithout enforcingstrictly scriptedexecution.
Reference:ISTQB CTFL v4.0 Syllabus, Section 4.4.3 - Checklist-Based Testing
NEW QUESTION # 219
The following 4 equivalence classes are given:
Which of the following alternatives includes correct test values for x. based on equivalence partitioning?
Answer: C
Explanation:
The question is about selecting the correct test values for x based on equivalence partitioning.
Equivalence partitioning is a software test design technique that divides the input data of a software unit into partitions of equivalent data from which test cases can be derived. In this case, the given equivalence classes are:
(x \leq -100)
(-100 < x < 100)
(100 \leq x < 1000)
(x \geq 1000)
Option D provides a value from each of these partitions:
For (x \leq -100), it gives -1000.
For (-100 < x < 100), it gives -100 and 100.
For (100 \leq x < 1000), it gives 500.
For (x \geq 1000), it gives 1500.
So, option D covers all four given equivalence classes with appropriate values.
NEW QUESTION # 220
Which of the following is not an example of a typical generic skill required for testing?
Answer: A
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 # 221
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