CTFL4 Free Practice Test

Which of the following statements about checklist-based testing is TRUE?

1. A. Checklist-based testing is a technique for managing the review meeting that can be applied in those reviews where the use of checklists is mandatory, as is often the case in formal reviews.
2. B. Checklist-based testing is a review technique that can be used in a formal review process where reviewers, during individual review, try to detect issues within the work product based on a checklist
3. C. In checklist-based testing, using checklists at a high level of detail is more likely to produce test cases that are easier to reproduce than those using checklists at a low level of detail
4. D. Checklists used in checklist-based testing should be reviewed periodically for updates as, over time, test cases designed using the same checklist may become less effective at finding defects.

Correct Answer: D
Checklist-based testing is a technique where testers use pre-determined checklists to ensure that important aspects of a work product are evaluated. Over time, these checklists should be reviewed and updated periodically to maintain their effectiveness in detecting defects. As systems evolve, outdated checklists may miss new types of defects, thus diminishing their usefulness. Therefore, statement D is true according to the ISTQB CTFL syllabus.

Which of the following statements about estimation of the test effort is WRONG?

1. A. Once the test effort is estimated, resources can be identified and a schedule can be drawn up.
2. B. Effort estimate can be inaccurate because the quality of the product under tests is not known.
3. C. Effort estimate depends on the budget of the project.
4. D. Experience based estimation is one of the estimation techniques.

Correct Answer: C
✑ Effort estimate does not depend on the budget of the project, but rather on the scope, complexity, and quality of the software product and the testing activities1. Budget is a constraint that may affect the feasibility and accuracy of the effort estimate, but it is not a factor that determines the effort estimate. Effort estimate is the amount of work required to complete the testing activities, measured in terms
of person-hours, person-days, or person-months2.
✑ The other options are correct because: References =
✑ 1 ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 154
✑ 2 ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 155
✑ 3 ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 156
✑ 4 ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 157
✑ 5 ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 158
✑ 6 ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 159
✑ 7 ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 16
✑ [8] ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 160
✑ [9] ISTQB® Certified Tester Foundation Level Syllabus v4.0, 2023, p. 161

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

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

Correct Answer: A
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 andresources, 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

Which of the statements correctly describes when a whole team approach may NOT be suitable?

1. A. When a high level of test independence may be required.
2. B. When acceptance tests need to be created.
3. C. When a test automation approach needs to be determined.
4. D. When the team dynamics need to be improved.

Correct Answer: A
The whole team approach involves collaboration among all team members, including testers, developers, and business representatives, to achieve quality goals. However, this approach may not be suitable in situations where a high level of test independence is required. Test independence is essential in cases where unbiased testing is critical, such as in regulated environments or where high-risk systems are involved. This is because team members might unintentionally influence each other's work, leading to potential bias in testing outcomes.

Which of the following are the phases of the ISTQB fundamental test process?

1. A. Test planning and control, Test analysis and design, Test implementation and execution, Evaluating ex t criteria and reportin
2. B. Test closure activities
3. C. Test planning, Test analysis and desig
4. D. Test implementation and contro
5. E. Checking test coverage and reporting, Test closure activities
6. F. Test planning and control, Test specification and desig
7. G. Test implementation and execution, Evaluating test coverage and reporting, Retesting and regression testing, Test closure activities
8. H. Test plannin
9. I. Test specification and desig
10. J. Test implementation and executio
11. K. Evaluating exit criteria and reportin
12. L. Retesting and test closure activities

Correct Answer: A
The ISTQB fundamental test process consists of five main phases, as described in the ISTQB Foundation Level Syllabus, Version 4.0, 2018, Section 2.2, page 15:
✑ Test planning and control: This phase involves defining the test objectives, scope, strategy, resources, schedule, risks, and metrics, as well as monitoring and controlling the test activities and results throughout the test process.
✑ Test analysis and design: This phase involves analyzing the test basis (such as requirements, specifications, or user stories) to identify test conditions (such as features, functions, or scenarios) that need to be tested, and designing test cases
and test procedures (such as inputs, expected outcomes, and execution steps) to cover the test conditions. This phase also involves evaluating the testability of the test basis and the test items (such as software or system components), and selecting and implementing test techniques (such as equivalence partitioning, boundary value analysis, or state transition testing) to achieve the test objectives and optimize the test coverage and efficiency.
✑ Test implementation and execution: This phase involves preparing the test
environment (such as hardware, software, data, or tools) and testware (such as test cases, test procedures, test data, or test scripts) for test execution, and executing the test procedures or scripts according to the test plan and schedule. This phase also involves logging the outcome of test execution, comparing the actual results with the expected results, and reporting any discrepancies as incidents (such as defects, errors, or failures).
✑ Evaluating exit criteria and reporting: This phase involves checking if the planned test activities have been completed and the exit criteria (such as quality, coverage, or risk levels) have been met, and reporting the test results and outcomes to the stakeholders. This phase also involves making recommendations for the release or acceptance decision based on the test results and outcomes, and identifying any residual risks (such as known defects or untested areas) that need to be addressed or mitigated.
✑ Test closure activities: This phase involves finalizing and archiving the testware
and test environment for future reuse, and evaluating the test process and the test project against the test objectives and the test plan. This phase also involves identifying any lessons learned and best practices, and communicating the findings and suggestions for improvement to the relevant parties.
References = ISTQB Certified Tester Foundation Level Syllabus, Version 4.0, 2018, Section 2.2, page 15; ISTQB Glossary of Testing Terms, Version 4.0, 2018, pages 37-38;
ISTQB CTFL 4.0 - Sample Exam - Answers, Version 1.1, 2023, Question 88, page 32.