ISTQB-CTFL Exam Dumps - ISTQB Certified Tester Foundation Level (CTFL v4.0)

 State testing techniques are a type of dynamic testing techniques that are based on the behavior of the system under test for different input conditions and events. Dynamic testing techniques require the system to be executed with test cases, whereas static testing techniques do not. Static testing techniques can be applied before the code is ready for execution, such as reviews, inspections, walkthroughs, and static analysis. Static testing techniques can help find defects early in the development process, improve the quality of the code, and reduce the cost and effort of dynamic testing. References = ISTQB Certified Tester Foundation Level (CTFL) v4.0 Syllabus, Chapter 4, Section 4.2.1, Page 281; ISTQB Glossary of Testing Terms v4.0, Page 292

System testing is a level of testing performed to evaluate the behavior and quality of a whole software product or system. System testing can include various types of testing, such as:

I) Usability testing: A type of testing that evaluates how easy, efficient and satisfying it is to use the software product or system from the user’s perspective.

II) Requirements based scenarios testing: A type of testing that verifies that the software product or system meets its specified requirements or user stories by executing realistic scenarios or workflows. System testing does not include the following types of testing, as they are more suitable for lower levels of testing, such as unit testing or integration testing:

III) Testing parts of the code in isolation: A type of testing that verifies the functionality and quality of individual software components or units by isolating them from other components or units.

IV) Correct order of parameters in API calls: A type of testing that verifies the functionality and quality of software components or units that communicate with each other through application programming interfaces (APIs) by checking the correct order and format of parameters in API calls. Verified References: [A Study Guide to the ISTQB® Foundation Level 2018 Syllabus - Springer], Chapter 2, page 20-21; Chapter 4, page 34-35.

The testing of software does not demonstrate the absence of defects, but rather the presence of defects or the conformance of the software to the specified requirements1. Testing can never prove that the software is defect-free, as it is impossible to test all possible scenarios, inputs, outputs, and behaviors of the software2. Testing can only provide a level of confidence in the quality of the software, based on the coverage, effectiveness, and efficiency of the testing activities3.

The other options are correct because:

A. Properly designed tests that pass reduce the level of risk in a system, as they verify that the system meets the expected quality attributes and satisfies the needs and expectations of the users and clients4. Risk is the potential for loss or harm due to the occurrence of an undesirable event5. Testing can help to identify, analyze, prioritize, and mitigate the risks associated with the software product and project6.

C. Software testing identifies defects, which can be used to improve development activities, as they provide feedback on the quality of the software and the effectiveness of the development processes7. Defects are flaws or errors in the software that cause it to deviate from the expected or required results or behavior. Testing can help to detect, report, track, and resolve the defects, and prevent them from recurring in the future.

D. Performing a review of the requirement specifications before implementing the system can enhance quality, as it can ensure that the requirements are clear, complete, consistent, testable, and aligned with the needs and expectations of the users and clients. Requirements are the specifications of what the software should do and how it should do it. Testing can help to validate that the requirements are met by the software, and verify that the software is implemented according to the requirements.

References =

1 ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 10

2 ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 11

3 ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 12

4 ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 13

5 ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 97

6 ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 98

7 ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 14

[8] ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 15

[9] ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 16

[10] ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 17

[11] ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 18

[12] ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 19

Acceptance Test-Driven Development (ATDD) tests focus on verifying whether the system meets the specified acceptance criteria. The most critical path to test first would be the scenario where everything is done correctly (happy path), ensuring the basic functionality works as expected.

The new user provides all valid data.

This ensures the registration form works and the user receives a confirmation email.

This test covers the basic functionality and will help verify that the primary use case is handled correctly before testing invalid or edge cases.

The correct test execution sequence should consider both the dependencies between the requirements and their priorities. According to the diagram, the sequence begins with R2 (P1) as it is a prerequisite for R3 (P4). Then R1 (P3) can be tested. R3 follows as it depends on R2. Next, R7 (P4) should be tested before R6 (P3) and R5 (P2), as indicated by their dependencies. Finally, R4 (P1) and R8 (P1) can be tested. Therefore, the best sequence is R2, R1, R3, R7, R6, R5, R4, R8. Reference: ISTQB CTFL Syllabus V4.0, Section 5.1.5

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 on the 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

In Agile teams using the planning poker technique for estimating user stories, it is common practice to have further discussions and rounds of estimation if there is a significant discrepancy in the initial estimates. This helps in reaching a consensus and ensures that all team members understand the complexity and requirements of the user story. According to the ISTQB CTFL syllabus, planning poker involves discussions to clarify differences in estimates, especially when there is a wide range of values selected. By having Memb6 and Memb4, who provided the most pessimistic and optimistic estimates, explain their reasoning, it fosters a deeper understanding and encourages the team to converge towards a more accurate and agreed-upon estimate.

This answer is correct because shift-left in testing is an approach that aims to perform testing activities as early as possible in the software development lifecycle, in order to find and fix defects faster and cheaper, and to improve the quality of the software product. Continuous integration is a practice that supports shift-left in testing, as it involves integrating and testing the software components frequently, usually several times a day, using automated tools and processes. Continuous integration can reduce the time between the introduction of a defect and its detection, thereby reducing the cost to fix it and the risk of accumulating defects that could affect the functionality or performance of the software product. References: ISTQB Foundation Level Syllabus v4.0, Section 3.1.1.3, Section 3.2.1.3