Free Practice Questions for ISTQB CTAL-TM Exam

Context Analysis:

Developers want to close defects unilaterally, while testers are concerned about unresolved or misunderstood issues being overlooked.

Defect closure requires validation that the fix is implemented and verified to prevent recurrence of the issue.

Evaluation of Options:

A. Only testers should be allowed to close defect reports:

Incorrect. This creates a bottleneck and removes shared accountability for quality.

B. Only management should be allowed to close defect reports:

Incorrect. Management involvement adds unnecessary delays and complexity.

C. No one should close a defect report until the release is completed and the product is successfully deployed to production:

Incorrect. Defects should be closed as they are fixed and tested to ensure progress is tracked.

D. Closure should only occur when a defect is fixed and tested:

Correct. Ensures collaboration between developers and testers to verify the resolution.

Syllabus Alignment:

The ISTQB syllabus emphasizes clear defect management processes, including closure after verification (TM-2.3.4).

Context Analysis:

Heavyweight risk-based techniques involve thorough, detailed analyses to identify and mitigate potential risks comprehensively.

Hazard analysis is a structured method to identify and address risks, commonly used in safety-critical domains.

Evaluation of Options:

A. Systematic software testing:

Incorrect. While methodical, it is not inherently a risk-based technique.

B. Pragmatic risk analysis:

Incorrect. This is a lightweight technique emphasizing practical application over detailed analysis.

C. Brainstorming:

Incorrect. While useful for generating ideas, it is not detailed enough to qualify as heavyweight.

D. Hazard analysis:

Correct. It is a formal and comprehensive approach, qualifying as a heavyweight technique.

Syllabus Alignment:

ISTQB highlights hazard analysis as a detailed, structured risk-based technique (TM-1.3.4).

Identifying the Risk:

High regression rates (40%) indicate a need to improve regression testing capabilities and reduce risks.

Test automation addresses regressions effectively by enabling faster and repeated testing.

Evaluation of Options:

Ais irrelevant to the regression risks highlighted.

Bis correct because it emphasizes test automation for regressions and quality gates to prevent defect leaks.

Cis partially valid but does not directly address regression issues.

Dfocuses on development practices, which, while helpful, does not directly reduce regression risks.

References and Syllabus Alignment:

This aligns with ISTQB guidelines on balancing manual and automated testing in regression scenarios (TM-1.6.3, TM-1.4.2)​​​.

Challenges for Manual Testers Transitioning to Automation:

Manual testers often lack strong technical skills required for scripting. Tools withhigh usabilityandAI-assisted featuressimplify script creation and reduce the technical expertise needed.

Evaluation of Options:

A(Low license costs) is unrelated to aiding testers' technical capabilities.

B(Remote storage) is beneficial but does not address skill gaps.

C(High usability with AI-assisted object capture) directly helps by simplifying automation tasks.

D(Good reporting) is valuable but not relevant to skill transition.

References and Syllabus Alignment:

This matches tool evaluation criteria outlined in the ISTQB syllabus under "Test Tools" (TM-1.6.1)​​.

Context Analysis:

The test objective should beSMART(Specific, Measurable, Achievable, Relevant, Time-bound)."Happier" is subjective and not measurable.

Evaluation of Options:

A. It is unlikely that just a version change will make users happier so this is not achievable:

Incorrect. Achievability isn’t the main issue; measurement is.

B. It cannot be measured because 'happier' is subjective:

Correct. The issue lies in the inability to quantify or measure the term "happier."

C. It does not define a timeframe:

Incorrect. While timeframe definition is important, the primary flaw here is subjectivity.

D. It is not aligned with the organization's objectives:

Incorrect. The test objective could align but still fail due to lack of measurability.

Syllabus Alignment:

ISTQB emphasizes creating measurable and actionable test objectives (TM-1.4.1).

Step by Step Comprehensive Detailed Explanation:

Definition of Cost of Quality (CoQ):CoQ is composed of four components:

Prevention Costs:Costs related to activities to prevent defects (e.g., training, quality planning).

Appraisal Costs:Costs associated with evaluating products to ensure defect-free delivery (e.g., testing).

Internal Failure Costs:Costs due to defects found before delivery to the customer (e.g., rework).

External Failure Costs:Costs from defects discovered after delivery (e.g., warranty claims, reputation damage).

Calculation Process:

Defect Prevention Cost:Given as $10,000 (fixed).

Appraisal Cost:$250 per defect for 200 defects = 250×200=50,000250 \times 200 = 50,000250×200=50,000.

Internal Failure Cost:$200 per defect for 200 defects = 200×200=40,000200 \times 200 = 40,000200×200=40,000.

External Failure Cost:$2,000 per defect for 100 defects = 2,000×100=200,0002,000 \times 100 = 200,0002,000×100=200,000.

Total CoQ:Adding all costs together:

Total CoQ=10,000+50,000+40,000+200,000=300,000.\text{Total CoQ} = 10,000 + 50,000 + 40,000 + 200,000 = 300,000.Total CoQ=10,000+50,000+40,000+200,000=300,000.

Correct Answer and Justification:The total cost is$300,000, making Option A the correct answer.

References and Documentation from Advanced Test Management:

ISTQB Advanced Test Management Syllabus v3.0, Section 2.2.2:This section emphasizes understanding and calculating the cost of quality by segregating it into the four components as seen above​​.

ATM Sample Exam Questions 2024 (Example Calculations):Highlights similar numerical examples to calculate CoQ​.

ISTQB Exam Structure Rules v1.9:Ensures alignment with K2-level understanding for cost analysis scenarios in test management​.

Competence Assessment:

Professional competenceis validated by understanding and applying testing techniques to create a decision table.

Methodical competenceis validated by systematically collapsing the decision table to ensure efficient test case design.

Evaluation of Options:

BandCinvolve social and personal skills, which are unrelated to the task.

Dmisses the professional aspect of understanding business rules.

Ais correct because the challenge tests both professional knowledge and methodical skills.

References and Syllabus Alignment:

Decision table techniques and testing competencies are emphasized in "Test Techniques" (TM-1.4.1) and "Test Team Skills" (TM-3.1.1)​​.

Definition of Tool Lifecycle Stages:

Acquisition:The tool is selected and procured.

Support:Maintenance and updates are provided to ensure ongoing usability.

Evolution:The tool is upgraded or adapted for new needs.

Retirement:The tool is decommissioned when no longer useful.

Evaluation of Options:

A. Acquisition Support Evolution Retirement:

Correct. This sequence reflects the natural progression of a tool lifecycle.

B. Acquisition Evolution Support Retirement:

Incorrect. Support should occur before evolution as maintenance ensures stability before upgrades.

C. Evolution Acquisition Retirement Support:

Incorrect. Evolution cannot occur before acquisition.

D. Evolution Support Acquisition Retirement:

Incorrect. Acquisition must come first.

Syllabus Alignment:

ISTQB highlights the lifecycle stages of tools in test environments as starting with acquisition and ending with retirement (TM-1.6.4).

Context Analysis:

Requirements coverage must be defined during test planning to ensure tests align with all requirements from the start of the project.

Evaluation of Options:

A. Test planning:

Correct. Coverage goals are established during planning to define test objectives and scope.

B. Test monitoring:

Incorrect. Monitoring tracks progress but doesn’t define coverage.

C. Test execution:

Incorrect. Execution measures coverage but doesn’t define it.

D. Test completion:

Incorrect. Completion reviews coverage metrics but doesn’t define them.

Syllabus Alignment:

Test planning (TM-1.1.1) includes defining coverage goals and ensuring alignment with requirements.

Competence in Handling Non-Standard Requirements:

Methodical competence refers to the ability to systematically analyze and interpret information, even when it is unconventional or unstructured.

The tester needs to refine their skills in identifying and deriving testable requirements from the available data.

Evaluation of Options:

A(Professional competence) refers to domain knowledge but does not address the specific challenge.

Bis correct as it pertains to systematically working through unconventional requirements.

C(Social competence) andD(Personal competence) do not address the analytical challenge.

References and Syllabus Alignment:

Methodical competence is emphasized under "Test Management Skills" in the ISTQB syllabus (TM-3.1.1)​​​.