Which of the following is not an example of a typical generic skill required for testing?

1. A. Be able to apply test-driven development
2. B. Be able to use test management tools and defect tracking tools
3. C. Be able to communicate defects and failures to developers as objectively as possible
4. D. Possess the necessary social skills that support effective teamwork

Correct Answer: A
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 andresources, 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

You are testing the latest version of an air-traffic control system prior to production deployment using exploratory testing. After following an unusual sequence of input steps, the system crashes. After the crash, you document a defect report with the following information:
•Title: System crashes unexpectedly during input.
•Brief summary: System crashes when an unusual sequence of inputs is used.
•Version: V1.001
•Test: Exploratory testing prior to production deployment
•Priority: Urgent
•Risk: High
•References: Screenshot of crashed application What critical Information Is missing from this report?

1. A. Conclusions, recommendations, and approvals.
2. B. Change history.
3. C. Description of the defect to enable reproduction.
4. D. Status of defect

Correct Answer: C
The critical information missing from the defect report is a detailed description of the defect to enable reproduction. A clear and concise description of the steps taken to reproduce the defect is essential for developers to understand the context and to be able to replicate the issue in their environment. Without this information, it can be challenging to diagnose and fix the defect. The ISTQB CTFL syllabus emphasizes the importance of providing all necessary details in a defect report to facilitate effective communication and resolution.
References:ISTQB CTFL Syllabus, Section 5.5, "Defect Management."

The statement: "Test activities should start in the early stages of the lifecycle, adhering to the testing principle of early testing?? is relevant to which of the recognized software development models?

1. A. Sequential development model.
2. B. Iterative development model.
3. C. Incremental development model.
4. D. All the above

Correct Answer: D
The principle of early testing is applicable to all recognized software development models, including sequential, iterative, and incremental models. Starting test activities early in the lifecycle helps in identifying and addressing defects as soon as possible, which can save time and costs by preventing defects from propagating to later stages of development. This proactive approach enhances the overall quality and efficiency of the software development process.Reference:ISTQB CTFL Syllabus V4.0, Section 1.3

Which of the following is not an example of a typical content of a test completion report for a test project?

1. A. The additional effort spent on test execution compared to what was planned
2. B. The unexpected test environment downtime that resulted in slower test execution
3. C. The residual risk level if a risk-based test approach was adopted
4. D. The test procedures of all test cases that have been executed

Correct Answer: D
This answer is correct because the test procedures of all test cases that have been executed are not a typical content of a test completion report for a test project. A test completion report is a document that summarizes the test activities and results at the end of a test project. It usually includes information such as the test objectives, scope, approach, resources, schedule, results, deviations, issues, risks, lessons learned, and recommendations for improvement. The test procedures of all test cases that have been executed are part of the test documentation, but they are not relevant for the test completion report, as they do not provide a high-level overview of the test project outcomes and performance. References: ISTQB Foundation Level Syllabus v4.0, Section 2.5.3.2

Which of the following statements is incorrect regarding the involvement of testers in the software development lifecycle (SDLC)?

1. A. Testers should contribute to all activities in the SDLC and participate in design discussions.
2. B. Testers should be involved from the beginning of the SDLC to increase understanding of design decisions and detect defects early.
3. C. Testers should only be involved during the testing phase.
4. D. Testers' involvement is essential; developers find it difficult to be objective.

Correct Answer: C
Involving testers only during the testing phase is incorrect as per the ISTQB CTFL syllabus. Effective involvement of testers is crucial throughout the entire software development lifecycle (SDLC). This includes early stages such as requirement analysis and design, which allows testers to understand the design decisions and detect defects early. Early involvement helps in better understanding the project and ensures that quality is built into the product from the beginning. Furthermore, the ISTQB syllabus emphasizes the importance of testers contributing to all activities in the SDLC, including design discussions, to enhance defect detection and prevention.
References:ISTQB CTFL Syllabus, Section 2.1.1, "The Influence of Development Models on Testing" and Section 1.1.1, "Test Objectives."