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ISTQB-Foundation Level Exam Sample Questions (Q318-Q323):

NEW QUESTION # 318
Which of the following statements correctly describe the business facing quadrant that supports the team?

• A. It is the quadrant that component testing
• B. Exploratory tests are generally used for this quadrant
• C. It is the quadrant that deals with tests created on the basis of user stories.
• D. It is the quadrant that Non-functional testing such as performance and the tests are created on the basis of user scenarios

Answer: C

 

NEW QUESTION # 319
The four test levels used in ISTQB syllabus are:
1. Component (unit) testing
2. Integration testing
3. System testing
4. Acceptance testing
An organization wants to do away with integration testing but otherwise follow V-model. Which of the following statements is correct?

• A. It is not allowed as organizations can't change the test levels as these are chosen on the basis of the SDLC (software development life cycle) model
• B. It is not allowed because integration testing is a very important test level and ignoring i: means definite poor product quality
• C. It is allowed because integration testing is not an important test level arc! can be dispensed with.
• D. It is allowed as organizations can decide on men test levels to do depending on the context of the system under test

Answer: A

Explanation:
The V-model is a software development life cycle model that defines four test levels that correspond to four development phases: component (unit) testing with component design, integration testing with architectural design, system testing with system requirements, and acceptance testing with user requirements. The V-model emphasizes the importance of verifying and validating each phase of development with a corresponding level of testing, and ensuring that the test objectives, test basis, and test artifacts are aligned and consistent across the test levels. Therefore, an organization that wants to follow the V-model cannot do away with integration testing, as it would break the symmetry and completeness of the V-model, and compromise the quality and reliability of the software or system under test. Integration testing is a test level that aims to test the interactions and interfaces between components or subsystems, and to detect any defects or inconsistencies that may arise from the integration of different parts of the software or system. Integration testing is essential for ensuring the functionality, performance, and compatibility of the software or system as a whole, and for identifying and resolving any integration issues early in the development process. Skipping integration testing would increase the risk of finding serious defects later in the test process, or worse, in the production environment, which would be more costly and difficult to fix, and could damage the reputation and credibility of the organization. Therefore, the correct answer is D.
The other options are incorrect because:
A) It is not allowed as organizations can decide on the test levels to do depending on the context of the system under test. While it is true that the choice and scope of test levels may vary depending on the context of the system under test, such as the size, complexity, criticality, and risk level of the system, the organization cannot simply ignore or skip a test level that is defined and required by the chosen software development life cycle model. The organization must follow the principles and guidelines of the software development life cycle model, and ensure that the test levels are consistent and coherent with the development phases. If the organization wants to have more flexibility and adaptability in choosing the test levels, it should consider using a different software development life cycle model, such as an agile or iterative model, that allows for more dynamic and incremental testing approaches.
B) It is not allowed because integration testing is not an important test level and can be dispensed with. This statement is false and misleading, as integration testing is a very important test level that cannot be dispensed with. Integration testing is vital for testing the interactions and interfaces between components or subsystems, and for ensuring the functionality, performance, and compatibility of the software or system as a whole. Integration testing can reveal defects or inconsistencies that may not be detected by component (unit) testing alone, such as interface errors, data flow errors, integration logic errors, or performance degradation. Integration testing can also help to verify and validate the architectural design and the integration strategy of the software or system, and to ensure that the software or system meets the specified and expected quality attributes, such as reliability, usability, security, and maintainability. Integration testing can also provide feedback and confidence to the developers and stakeholders about the progress and quality of the software or system development. Therefore, integration testing is a crucial and indispensable test level that should not be skipped or omitted.
C) It is not allowed because integration testing is a very important test level and ignoring it means definite poor product quality. This statement is partially true, as integration testing is a very important test level that should not be ignored, and skipping it could result in poor product quality. However, this statement is too strong and absolute, as it implies that integration testing is the only factor that determines the product quality, and that ignoring it would guarantee a poor product quality. This is not necessarily the case, as there may be other factors that affect the product quality, such as the quality of the requirements, design, code, and other test levels, the effectiveness and efficiency of the test techniques and tools, the competence and experience of the developers and testers, the availability and adequacy of the resources and environment, the management and communication of the project, and the expectations and satisfaction of the customers and users. Therefore, while integration testing is a very important test level that should not be skipped, it is not the only test level that matters, and skipping it does not necessarily mean definite poor product quality, but rather a higher risk and likelihood of poor product quality.
Reference = ISTQB Certified Tester Foundation Level Syllabus, Version 4.0, 2018, Section 2.3, pages 16-18; ISTQB Glossary of Testing Terms, Version 4.0, 2018, pages 38-39; ISTQB CTFL 4.0 - Sample Exam - Answers, Version 1.1, 2023, Question 104, page 36.

 

NEW QUESTION # 320
Which of the following is a task the Author is responsible for, as part of a typical formal review?

• A. Determining the people who will be involved in the review
• B. Fixing the anomalies found in the work product under review
• C. Recording the anomalies found during the review meeting
• D. Identifying potential anomalies in the work product under review

Answer: D

Explanation:
This answer is correct because identifying potential anomalies in the work product under review is one of the tasks the Author is responsible for, as part of a typical formal review. The Author is the person who creates the work product to be reviewed, such as a requirement specification, a design document, or a test case. The Author's tasks include preparing the work product for the review, identifying potential anomalies in the work product, and fixing the anomalies found in the work product after the review. References: ISTQB Glossary of Testing Terms v4.0, ISTQB Foundation Level Syllabus v4.0, Section 2.4.2.1

 

NEW QUESTION # 321
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 communicate defects and failures to developers as objectively as possible
• C. Be able to use test management tools and defect tracking tools
• D. Be able to apply test-driven development

Answer: D

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-drivendevelopment 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 ManagementTool, Defect Tracking Tool, Defect Report, Failure, Social Skill2

 

NEW QUESTION # 322
Which of the following statements is not correct?

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

Answer: C

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.
References =
* ISTQB Certified Tester Foundation Level Syllabus v4.0, 2023, p. 7-8, 10-11, 13-14, 16-17, 19-20,
22-23, 25-26, 28-29, 31-32, 34-35, 37-38, 40-41, 43-44, 46-47, 49-50, 52-53, 55-56, 58-59, 61-62,
64-65, 67-68, 70-71, 73-74, 76-77, 79-80, 82-83, 85-86, 88-89, 91-92, 94-95, 97-98, 100-101, 103-104,
106-107, 109-110, 112-113, 115-116, 118-119, 121-122, 124-125, 127-128, 130-131, 133-134, 136-137,
139-140, 142-143, 145-146, 148-149, 151-152, 154-155, 157-158, 160-161, 163-164, 166-167, 169-170,
172-173, 175-176, 178-179, 181-182, 184-185, 187-188, 190-191, 193-194, 196-197, 199-200, 202-203,
205-206, 208-209, 211-212, 214-215, 217-218, 220-221, 223-224, 226-227, 229-230, 232-233, 235-236,
238-239, 241-242, 244-245, 247-248, 250-251, 253-254, 256-257, 259-260, 262-263, 265-266, 268-269,
271-272, 274-275, 277-278, 280-281, 283-284, 286-287, 289-290, 292-293, 295-296, 298-299, 301-302,
304-305, 307-308, 310-311, 313-314, 316-317, 319-320, 322-323, 325-326, 328-329, 331-332, 334-335,
337-338, 340-341, 343-344, 346-347, 349-350, 352-353, 355-356, 358-359, 361-362, 364-365, 367-368,
370-371, 373-374, 376-377, 379-380, 382-383, 385-386, 388-389, 391

 

NEW QUESTION # 323
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