Prepare With Top Rated High-quality CTFL4 Dumps For Success in CTFL4 Exam [Q41-Q56]

Topic	Details
Topic 1	Test Analysis and Design: It focuses on black-box and the collaboration-based test approach.
Topic 2	Fundamentals of Testing: It discusses the basic principles related to testing. The topic evaluates your understandings about the test process.
Topic 3	Static Testing: The topic covers static testing basics, the feedback and review process.

NO.41 Confirmation testing is performed after:

a defect is fixed and after other tests do not find any side-effect introduced in the software as a result of such fix

a failed test, and aims to run that test again to confirm that the same behavior still occurs and thus appears to be reproducible

the execution of an automated regression test suite to confirm the absence of false positives in the test results

a defect is fixed, and if such testing is successful then the regression tests that are relevant for such fix can be executed

NO.42 Who of the following has the best knowledge to decide what tests in a test project should be automated?

The developer

The customer

The development manager

The test leader

NO.43 A requirement specifies that if the total amount of sales (TAS) made during the year by a corporate seller is
300,000€ or more, the bonus that must be paid to the seller is 100% of a certain amount agreed upon at the beginning of the year. The software contains a fault as it implements this requirement with the decision “IF (TAS = 300,000)” instead of “IF (TAS >= 300.000)”. The application of the 3-value boundary value analysis to this problem consists of the following three test cases (TAS is an integer variable):
TC1 = 299,999 TC2=300,000 TC=300,001
Which of the following statements is TRUE?

TC1 would highlight the fault

TC2 would highlight the fault

TC3 would highlight the fault

None of the three test cases would highlight the fault.

NO.44 Consider the followinguser storyand itsacceptance criteria:
User Story:
As a member of the”Agnotoly”association, I want to be able topay the association’s dues through an automatic payment methodso that I can forget about payment deadlines.
Acceptance Criteria:
* The member can only pay with’Agnesis Master’ credit card.
* The member must register theircell phone number.
* The member must register thecredit cardin the payment system.
* The member must select apayment method (monthly or annual).
* The member mustaccept the terms and conditionsfor the selected method.
* If terms and conditions are accepted, the system sends anOTP(one-time password) to the member’s phone for verification.
* The payment method isregistered only after OTP verification.
* Once the payment method is registered, the system will charge on the first business day of the following month.
Test Cycle Results:
* Members successfully paid dues using the credit card.
* Payments were processedmonthly and for over a year.
Which ONE of the following options identifies the acceptance criteria that has NOT been fully covered?

Acceptance criteria 8 has not been fully covered during the above test cycle.

Acceptance criteria 4 has not been fully covered during the above test cycle.

All acceptance criteria have been fully covered during the above test cycle.

Acceptance criteria 6 has not been fully covered during the above test cycle.

NO.45 Which ONE of the following is a GOOD testing practice that is INDEPENDENT of the chosen SDLC (Software Development Life Cycle) model?

Testers are involved in reviewing work products as soon as the final version of this documentation is available so that this earlier testing and defect detection can support the “shift-left” strategy.

Test analysis and design for a specific test level begin during the corresponding development phase of the SDLC, allowing testing to follow the principle of late testing.

For every software development activity, there is a corresponding testing activity, ensuring that all development activities are subject to quality assurance.

Different test levels have specific and overlapping test objectives, allowing tests to be appropriate to specific test object types while managing redundancy.

NO.46 A financial institution is to implement a system that calculates the interest rates paid on investment accounts based on the sum invested.
You are responsible for testing the system and decide to use equivalence partitioning and boundary value analysis to design test cases. The requirements describe the following expectations:
Investment range| Interest rate
R500 to RIO 00010%
RIO 001 to R50 00011%
R50 001 to RlOOOOO12%
RIOOOOl to R500 000| 13%
What is the minimum number of test cases required to cover all valid equivalence partitions for calculating the interest?

5

4

8

16

NO.47 Which ONE of the following options corresponds to an activity in the testing process in which testable features are identified?

Test design

Test analysis

Test implementation

Test execution

NO.48 Which of the following statements about the shift-left approach is true?

Shift-left in testing can be implemented in several ways to find functional defects early in the lifecycle, but it cannot be relied upon to find defects associated with non-functional characteristics

Shift-left in testing can be implemented only in Agile/DevOps frameworks, as it relies completely on automated testing activities performed within a continuous integration process

Continuous integration supports shift-left in testing as it can reduce the time between the introduction of a defect and its detection, thereby reducing the cost to fix it

Performance testing performed during component testing, is a form of shift-left in testing that avoids planning and executing costly end-to-end testing at the system test level in a production-like environment

NO.49 Scenario 2 “Big Drop”:
A company”The Big Drop”providesbulk discounts and frequent customer discountsas follows:

How manypossible decision rulescan be extracted from this table?

5 decision rules

6 decision rules

32 decision rules

8 decision rules

NO.50 Which of the following is not an example of a typical generic skill required for testing?

Be able to apply test-driven development

Be able to use test management tools and defect tracking tools

Be able to communicate defects and failures to developers as objectively as possible

Possess the necessary social skills that support effective teamwork

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. 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 Management Tool, Defect Tracking Tool, Defect Report, Failure, Social Skill2

NO.51 Which of the following is not an example of a typical generic skill required for testing?

Be able to apply test-driven development

Be able to use test management tools and defect tracking tools

Be able to communicate defects and failures to developers as objectively as possible

Possess the necessary social skills that support effective teamwork

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

NO.52 Consider the following user story about an e-commerce website’s registration feature that only allows registered users to make purchases ; As a new user, I want to register to the website, so that I can start shopping online” The following are some of the acceptance criteria defined for the user story
[a] The registration form consists of the following fields: username, email address, first name, last name, date of birth, password and repeat password.
[b] To submit the registration request, the new user must fill in all the fields of the registration form with valid values and must agree to the terms and conditions.
[c] To be valid, the email address must not be provided by free online mail services that allow to create disposable email addresses. A dedicated error message must be presented to inform the new user when an invalid address is entered.
[d] To be valid, the first name and last name must contain only alphabetic characters and must be between 2 and 80 characters long A dedicated error message must be presented to inform the new user when an invalid first name and/or the last name is entered
[e] After submitting the registration request, the new user must receive an e-mail containing the confirmation link to the e-mail address specified in the registration form Based only on the given information, which of the following ATDD tests is MOST LIKELY to be written first?

The new user enters valid values in the fields of the registration form, except for the email address, where he/she enters an e-mail address provided by a free online mail service that allow to create disposable email addresses. Then he/she is informed by the website about this issue.

The new user enters valid values in the fields of the registration form, except for the first name, where he/she enters a first name with 10 characters that contains a number. Then he/she is informed by the website about this issue.

The user accesses the website with a username and password, and successfully places a purchase order for five items, paying by Mastercard credit card

The new user enters valid values in all the fields of the registration form, confirms to accept all the terms and conditions, submits the registration request and then receives an e-mail containing the confirmation link to the e-mail address specified in the registration form

NO.53 Which of the following statements describes regression testing?
I . Retesting of a fixed defect
II . Testing of an already tested program
III . Testing of new functionality in a program
IV. Regression testing applies only to functional testing
V Tests that do not nave to be repeatable, because They are only used once

II, IV, V

I, III, IV

II

I, IV

NO.54 Which of the following are the phases of the ISTQB fundamental test process?

Test planning and control, Test analysis and design, Test implementation and execution, Evaluating ex t criteria and reporting. Test closure activities

Test planning, Test analysis and design. Test implementation and control. Checking test coverage and reporting, Test closure activities

Test planning and control, Test specification and design. Test implementation and execution, Evaluating test coverage and reporting, Retesting and regression testing, Test closure activities

Test planning. Test specification and design. Test implementation and execution. Evaluating exit criteria and reporting. Retesting and test closure activities

The ISTQB fundamental test process consists of five main phases, as described in the ISTQB Foundation Level Syllabus, Version 4.0, 2018, Section 2.2, page 15:
Test planning and control: This phase involves defining the test objectives, scope, strategy, resources, schedule, risks, and metrics, as well as monitoring and controlling the test activities and results throughout the test process.
Test analysis and design: This phase involves analyzing the test basis (such as requirements, specifications, or user stories) to identify test conditions (such as features, functions, or scenarios) that need to be tested, and designing test cases and test procedures (such as inputs, expected outcomes, and execution steps) to cover the test conditions. This phase also involves evaluating the testability of the test basis and the test items (such as software or system components), and selecting and implementing test techniques (such as equivalence partitioning, boundary value analysis, or state transition testing) to achieve the test objectives and optimize the test coverage and efficiency.
Test implementation and execution: This phase involves preparing the test environment (such as hardware, software, data, or tools) and testware (such as test cases, test procedures, test data, or test scripts) for test execution, and executing the test procedures or scripts according to the test plan and schedule. This phase also involves logging the outcome of test execution, comparing the actual results with the expected results, and reporting any discrepancies as incidents (such as defects, errors, or failures).
Evaluating exit criteria and reporting: This phase involves checking if the planned test activities have been completed and the exit criteria (such as quality, coverage, or risk levels) have been met, and reporting the test results and outcomes to the stakeholders. This phase also involves making recommendations for the release or acceptance decision based on the test results and outcomes, and identifying any residual risks (such as known defects or untested areas) that need to be addressed or mitigated.
Test closure activities: This phase involves finalizing and archiving the testware and test environment for future reuse, and evaluating the test process and the test project against the test objectives and the test plan. This phase also involves identifying any lessons learned and best practices, and communicating the findings and suggestions for improvement to the relevant parties.
Reference = ISTQB Certified Tester Foundation Level Syllabus, Version 4.0, 2018, Section 2.2, page 15; ISTQB Glossary of Testing Terms, Version 4.0, 2018, pages 37-38; ISTQB CTFL 4.0 – Sample Exam – Answers, Version 1.1, 2023, Question 88, page 32.

NO.55 The following 4 equivalence classes are given:

Which of the following alternatives includes correct test values for x. based on equivalence partitioning?

-100; 100:1000; 1001

-500; 0; 100; 1000

-99; 99:101; 1001

-1000; -100; 100; 1000

NO.56 Which of the following is a test task that usually occurs during test implementation?

Make sure the planned test environment is ready to be delivered

Find, analyze, and remove the causes of the failures highlighted by the tests

Archive the testware for use in future test projects

Gather the metrics that are used to guide the test project

A test task that usually occurs during test implementation is to make sure the planned test environment is ready to be delivered. The test environment is the hardware and software configuration on which the tests are executed, and it should be as close as possible to the production environment where the software system will operate. The test environment should be planned, prepared, and verified before the test execution, to ensure that the test conditions, the test data, the test tools, and the test interfaces are available and functional. The other options are not test tasks that usually occur during test implementation, but rather test tasks that occur during other test activities, such as:
Find, analyze, and remove the causes of the failures highlighted by the tests: This is a test task that usually occurs during test analysis and design, which is the activity of analyzing the test basis, designing the test cases, and identifying the test data. During this activity, the testers can use techniques such as root cause analysis, defect prevention, or defect analysis, to find, analyze, and remove the causes of the failures highlighted by the previous tests, and to prevent or reduce the occurrence of similar failures in the future tests.
Archive the testware for use in future test projects: This is a test task that usually occurs during test closure, which is the activity of finalizing and reporting the test results, evaluating the test process, and identifying the test improvement actions. During this activity, the testers can archive the testware, which are the test artifacts produced during the testing process, such as the test plan, the test cases, the test data, the test results, the defect reports, etc., for use in future test projects, such as regression testing, maintenance testing, or reuse testing.
Gather the metrics that are used to guide the test project: This is a test task that usually occurs during test monitoring and control, which is the activity of tracking and reviewing the test progress, status, and quality, and taking corrective actions when necessary. During this activity, the testers can gather the metrics, which are the measurements of the testing process, such as the test coverage, the defect density, the test effort, the test duration, etc., that are used to guide the test project, such as planning, estimating, scheduling, reporting, or improving the testing process. Reference: ISTQB Certified Tester Foundation Level (CTFL) v4.0 sources and documents:
ISTQB Certified Tester Foundation Level Syllabus v4.0, Chapter 2.1.1, Test Planning1 ISTQB Certified Tester Foundation Level Syllabus v4.0, Chapter 2.1.2, Test Monitoring and Control1 ISTQB Certified Tester Foundation Level Syllabus v4.0, Chapter 2.1.3, Test Analysis and Design1 ISTQB Certified Tester Foundation Level Syllabus v4.0, Chapter 2.1.4, Test Implementation1 ISTQB Certified Tester Foundation Level Syllabus v4.0, Chapter 2.1.5, Test Execution1 ISTQB Certified Tester Foundation Level Syllabus v4.0, Chapter 2.1.6, Test Closure1 ISTQB Glossary of Testing Terms v4.0, Test Environment, Test Condition, Test Data, Test Tool, Test Interface, Failure, Root Cause Analysis, Defect Prevention, Defect Analysis, Testware, Regression Testing, Maintenance Testing, Reuse Testing, Test Coverage, Defect Density, Test Effort, Test Duration2