ISTQB CTAL-TM Exam Questions

An analytical test strategy is a test strategy that is based on the analysis of the factors that affect the quality of the software under test, such as the requirements, the risks, the complexity, or the criticality1.An analytical test strategy uses these factors to define the test objectives, scope, approach, and techniques, as well as to prioritize and allocate the test resources2. Reporting the test results as ''Requirements tested, passed, and failed'' implies that the testing is driven by the requirements, which are the specifications of the desired features and functions of the software under test. Testing based on the requirements is an example of an analytical test strategy, as it uses the requirements as the main factor to guide the testing activities. Therefore, option C is the correct answer. Option A is incorrect because a model-based test strategy is a test strategy that uses models to represent the desired behavior and structure of the software under test, and to derive test cases, test data, test procedures, and test oracles. A model-based test strategy does not necessarily report the test results as ''Requirements tested, passed, and failed'', as it may use other types of models, such as state diagrams, data flow diagrams, or decision tables, to generate and execute the tests. Option B is incorrect because an exploratory test strategy is a test strategy that uses the tester's knowledge, skills, and creativity to design and execute tests dynamically, without predefined test cases or test procedures. An exploratory test strategy does not report the test results as ''Requirements tested, passed, and failed'', as it does not follow a formal or structured testing process, but rather relies on the tester's intuition, experience, and feedback. Option D is incorrect because a reactive test strategy is a test strategy that uses the actual behavior and results of the software under test to design and execute tests, without prior knowledge or documentation of the software.A reactive test strategy does not report the test results as ''Requirements tested, passed, and failed'', as it does not have any requirements or specifications to compare the software against, but rather uses the software itself as the test basis.Reference:1: ISTQB Glossary, Analytical Test Strategy2: ISTQB Advanced Level Test Manager Syllabus, Section 1.1.1 : ISTQB Glossary, Requirement : ISTQB Advanced Level Test Manager Syllabus, Section 1.1.1 : ISTQB Glossary, Model-Based Testing : ISTQB Advanced Level Test Manager Syllabus, Section 1.1.1 : ISTQB Glossary, Exploratory Testing : ISTQB Advanced Level Test Manager Syllabus, Section 1.1.1 : ISTQB Glossary, Reactive Test Strategy : ISTQB Advanced Level Test Manager Syllabus, Section 1.1.1 :Test Strategy | ISTQB Glossary:Test Strategy - ISTQB not-for-profit association

Competence Assessment:

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

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

Evaluation of Options:

B and C involve social and personal skills, which are unrelated to the task.

D misses the professional aspect of understanding business rules.

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

Reference 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).

Topic 2, Exam Pool B

Purpose of the Questio n :

Identifying metrics to improve the defect reporting process by reducing ambiguities or improving accuracy.

Evaluation of Options:

A . Number of defect reports re-opened:

Incorrect. This reflects issues with defect resolution rather than reporting.

B . Number of defects in a particular area of the code:

Incorrect. This metric pertains to defect clustering, not the reporting process.

C . Number of defect reports rejected by the developers:

Correct. Rejected reports often indicate poor reporting quality (e.g., insufficient details, incorrect categorization), directly highlighting areas for improvement.

D . Number of defects found in a phase later than they were introduced:

Incorrect. This is a measure of defect detection efficiency, not reporting quality.

Syllabus Alignment:

The syllabus stresses the importance of using defect metrics to refine processes, including reporting accuracy (TM-2.3.5).

ISTQB Advanced Level Test Management Syllabus (TM-2.3.5)