QUESTION: 61

Which of the following statements is an example of testing contributing to higher quality?

A test leader writes a test summary report
A project manager asks to a test leader to estimate the test effort
A tester installs a test ten in the lest environment
A tester finds a bug which is resolved prior to release

Answer(s): D

Explanation:

The question is about identifying an example of testing contributing to higher quality. Quality is the degree to which a component, system or process meets specified requirements and/or user/customer needs and expectations1. Testing is the process consisting of all lifecycle activities, both static and dynamic, concerned with planning, preparation and evaluation of software products and related work products to determine that they satisfy specified requirements, to demonstrate that they are fit for purpose and to detect defects2.
Therefore, testing contributes to higher quality by verifying and validating that the software products and related work products meet the specified requirements, are fit for purpose and have no defects, or at least have a reduced number of defects. Testing also provides information about the quality of the software products and related work products to the stakeholders, who can make informed decisions based on the test results3.
Out of the four given statements, only option D is an example of testing contributing to higher quality, as it shows that testing has detected a defect (a flaw in a component or system that can cause the component or system to fail to perform its required function4) and that the defect has been resolved (fixed and confirmed) prior to release (delivery of the software product to the customer or end user). This means that testing has prevented a potential failure (an event in which a component or system does not perform a required function within specified limits) from occurring in the operational environment, and thus has improved the quality of the software product. Option A is not an example of testing contributing to higher quality, as it is a reporting activity that summarizes the test results and evaluates the test objectives, but does not directly affect the quality of the software product or related work products. A test summary report is a document that records and communicates the outcomes of testing activities, including test completion criteria, test results, incident reports, test summary and evaluation, and lessons learned. Option B is not an example of testing contributing to higher quality, as it is a planning activity that estimates the resources and time needed for testing activities, but does not directly affect the quality of the software product or related work products. A test effort estimate is an approximation of the amount of work and/or the duration of time required to perform testing activities.

Option C is not an example of testing contributing to higher quality, as it is a preparation activity that sets up the test environment (an environment containing hardware, instrumentation, simulators, software tools, and other support elements needed to conduct a test), but does not directly affect the quality of the software product or related work products. A test environment installation is a process of installing and configuring the test environment according to the test environment specification.

Reference:

1: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 10
2: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 11
3: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 12
4: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 13 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 13

: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 77 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 78 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 79 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 80 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 81 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 82 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 83 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 84 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 85 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 86 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 87 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 88 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 89 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 90 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 91 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 92 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 93 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 94 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 95 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 96 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 97 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 98 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 99 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 100 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 101 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 102 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 103 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 104 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 105 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 106 : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 107

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QUESTION: 62

A software company decides to invest in reviews of various types. The thought process they have is that each artifact needs to be reviewed using only one of the review methods depending on the criticality of the artifact.

The thought process is incorrect. The whole company should adopt same standard for review of all artifacts.
The thought process is correct. The whole company should decide or the review method based on their CMM level.
The thought process is incorrect. Same artifact can be reviewed using different review methods
The thought process is correct. It wastes time to review same artifact using efferent review methods

Answer(s): C

Explanation:

The thought process of the software company is incorrect, because it assumes that each artifact can be reviewed using only one review method, and that the review method depends solely on the criticality of the artifact. This is a simplistic and rigid approach that does not consider the benefits and limitations of different review methods, the context and purpose of the review, and the feedback and improvement opportunities that can be gained from multiple reviews. According to the CTFL 4.0 Syllabus, the selection of review methods should be based on several factors, such as the type and level of detail of the artifact, the availability and competence of the reviewers, the time and budget constraints, the expected defects and risks, and the desired outcomes and quality criteria. Moreover, the same artifact can be reviewed using different review methods at different stages of the development lifecycle, to ensure that the artifact meets the changing requirements, standards, and expectations of the stakeholders. For example, a requirement specification can be reviewed using an informal review method, such as a walkthrough, to get an initial feedback from the users and developers, and then using a formal review method, such as an inspection, to verify the completeness, correctness, and consistency of the specification. Therefore, the software company should adopt a more flexible and context-sensitive approach to selecting and applying review methods for different artifacts, rather than following a fixed and arbitrary rule. Reference = CTFL 4.0 Syllabus, Section 3.2.1, page 31-32; Section 3.2.2, page 33-34; Section 3.2.3, page 35-36.

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QUESTION: 63

What type of testing measures its effectiveness by tracking which lines of code were executed by the tests?

Acceptance testing
Structural testing
Integration testing
Exploratory testing

Answer(s): B

Explanation:

Structural testing is a type of testing that measures its effectiveness by tracking which lines of code were executed by the tests. Structural testing, also known as white-box testing or glass-box testing, is based on the internal structure, design, or implementation of the software. Structural testing aims to verify that the software meets the specified quality attributes, such as performance, security,

reliability, or maintainability, by exercising the code paths, branches, statements, conditions, or data flows. Structural testing uses various coverage metrics, such as function coverage, line coverage, branch coverage, or statement coverage, to determine how much of the code has been tested and to identify any untested or unreachable parts of the code. Structural testing can be applied at any level of testing, such as unit testing, integration testing, system testing, or acceptance testing, but it is more commonly used at lower levels, where the testers have access to the source code. The other options are not correct because they are not types of testing that measure their effectiveness by tracking which lines of code were executed by the tests. Acceptance testing is a type of testing that verifies that the software meets the acceptance criteria and the user requirements. Acceptance testing is usually performed by the end-users or customers, who may not have access to the source code or the technical details of the software. Acceptance testing is more concerned with the functionality, usability, or suitability of the software, rather than its internal structure or implementation. Integration testing is a type of testing that verifies that the software components or subsystems work together as expected. Integration testing is usually performed by the developers or testers, who may use both structural and functional testing techniques to check the interfaces, interactions, or dependencies between the components or subsystems. Integration testing is more concerned with the integration logic, data flow, or communication of the software, rather than its individual lines of code. Exploratory testing is a type of testing that involves simultaneous learning, test design, and test execution. Exploratory testing is usually performed by the testers, who use their creativity, intuition, or experience to explore the software and discover any defects, risks, or opportunities for improvement. Exploratory testing is more concerned with the behavior, quality, or value of the software, rather than its internal structure or implementation. Reference = ISTQB Certified Tester Foundation Level (CTFL) v4.0 syllabus, Chapter 4: Test Techniques, Section 4.3:
Structural Testing Techniques, Pages 51-54; Chapter 1: Fundamentals of Testing, Section 1.4: Testing Throughout the Software Development Lifecycle, Pages 11-13; Chapter 3: Static Testing, Section 3.4:
Exploratory Testing, Pages 40-41.

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QUESTION: 64

The following chart represents metrics related to testing of a project that was competed. Indicate what is represented by tie lines A, B and the axes X.Y

A)

B)

C)

D)

Option A
Option B
Option C
Option D

Answer(s): D

Explanation:

Option D correctly explains what is represented by the lines A, B and the axes X, Y in a testing metrics chart. According to option D:
X-axis represents Time
Y-axis represents Count
Line A represents Number of open bugs
Line B represents Total number of executed tests
This information is essential in understanding and analyzing the testing metrics of a completed project.

Reference:

ISTQB Certified Tester Foundation Level (CTFL) v4.0 Syllabus, Section 2.5.1, Page 35.

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QUESTION: 61

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QUESTION: 64

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