Free PDF Quiz BCS - CTFL4 - ISTQB Certified Tester Foundation Level CTFL 4.0 Fantastic Original Questions

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BCS CTFL4 Exam Syllabus Topics:

Topic	Details
Topic 1	Test Analysis and Design: It focuses on black-box and the collaboration-based test approach.
Topic 2	Testing Throughout the Software Development Lifecycle: This topic explains how testing is incorporated into different development approaches. It also focuses on the concepts of test-first approaches.
Topic 3	Static Testing: The topic covers static testing basics, the feedback and review process.
Topic 4	Test Tools: The topic discusses classification of tools. It also focuses on the risks and benefits of test automation.
Topic 5	Fundamentals of Testing: It discusses the basic principles related to testing. The topic evaluates your understandings about the test process.

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BCS ISTQB Certified Tester Foundation Level CTFL 4.0 Sample Questions (Q179-Q184):

NEW QUESTION # 179
Which of the following is not an example of a typical generic skill required for testing?

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

Answer: B

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 # 180
Which of the following about typical information found within a test plan is FALSE?

A. The conditions that must be met in order for the test execution activities to be considered completed.
B. The conditions that must be met for part of all the planned activities to be suspended and resumed.
C. The list of the product risks which have not been fully mitigated at the end of test execution.
D. The need to temporarily have additional test personnel available for specific test phases and/or test activities

Answer: C

Explanation:
A typical test plan includes various elements, such as resource requirements, test completion criteria, and suspension/resumption criteria. However, the list of product risks that have not been fully mitigated is generally not included in the test plan but rather in the risk management documentation.
The test plan focuses on planning and executing tests, including resource allocation and defining criteria for test suspension and resumption.
While risk management is crucial, unmitigated risks are typically documented in risk logs or separate risk management plans.

NEW QUESTION # 181
You are performing the role of tester on an Agile project. Which of the following tasks would be your responsibility?
i. Understanding, implementing, and updating the test strategy.
II. Ensuring the proper use of testing tools.
Hi. Coaching other team members in the relevant aspects of testing.
iv. Actively collaborating with developers and business stakeholders to clarify requirements, especially in terms of testability, consistency, and completeness.
v. Participating proactively in team retrospective meeting, suggesting and implementing improvements.
Select the correct answer:

A. i, ii and iii
B. i, iv and v
C. i, iii and v
D. iii. iv and v

Answer: B

Explanation:
In an Agile project, a tester's responsibilities include understanding, implementing, and updating the test strategy (i), actively collaborating with developers and business stakeholders to clarify requirements, especially in terms of testability, consistency, and completeness (iv), and participating proactively in team retrospective meetings, suggesting and implementing improvements (v). These activities ensure that testing is integrated into the development process, promoting continuous feedback and improvement. The ISTQB CTFL syllabus underlines the collaborative nature of Agile testing and the tester's role in contributing to the team's overall quality goals.
References:ISTQB CTFL Syllabus, Section on Agile Testing Practices.

NEW QUESTION # 182
Which of the following is not an example of a typical content of a test completion report for a test project?

A. The unexpected test environment downtime that resulted in slower test execution
B. The additional effort spent on test execution compared to what was planned
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

Answer: D

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

NEW QUESTION # 183
The following decision table is used to assist a doctor in determining the drug therapy to prescribe for a patient (aged 6 to 65 years) diagnosed with acute sinusitis. The table consists of three Boolean conditions and six actions

Based only on the given information, which of the following statements is TRUE?

A. Column 7 represents an impossible situation and thus can be deleted
B. Columns 5 and 7 can be merged into a single column
C. Columns 2, 4, 6 and 8 can be merged into a single column
D. Columns 1 and 3 can be merged into a single column

Answer: D

Explanation:
Decision tables are used to model complex decision logic by considering different combinations of conditions and actions. Based on the given decision table for prescribing drug therapy:
Column 1 and Column 3 both result in the same actions (prescribing Amoxicillin).
These columns can be merged because the actions taken do not depend on whether the patient is taking anticoagulant therapy (both are 'T' for this condition).
Thus, combining these columns simplifies the decision table without losing any information.

NEW QUESTION # 184
......

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FREE PDF QUIZ BCS - CTFL4 - ISTQB CERTIFIED TESTER FOUNDATION LEVEL CTFL 4.0 FANTASTIC ORIGINAL QUESTIONS

Free PDF Quiz BCS - CTFL4 - ISTQB Certified Tester Foundation Level CTFL 4.0 Fantastic Original Questions