CTFL4 BCS ISTQB Certified Tester Foundation Level CTFL 4.0 Exam Free Practice Exam Questions (2025 Updated)

Metrics can be collected during and at the end of testing activities to assess various aspects including progress against the planned schedule and budget, the current quality of the test object, the adequacy of the test approach, and the effectiveness of the test activities with respect to the objectives. Collecting these metrics helps in understanding the overall performance and quality of the testing process​​.

White-box test techniques are test design techniques where the test cases are derived from the internal structure of the software, including its architecture, code, and logical flow. These techniques involve the tester having knowledge of the internal workings of the software to create test cases that ensure all possible paths and conditions are tested. This is in contrast to black-box test techniques, which focus on input-output behavior without considering the internal structure.Reference:ISTQB CTFL Syllabus V4.0, Section 4.3

 State testing techniques are a type of dynamic testing techniques that are based on the behavior of the system under test for different input conditions and events. Dynamic testing techniques require the system to be executed with test cases, whereas static testing techniques do not. Static testing techniques can be applied before the code is ready for execution, such as reviews, inspections, walkthroughs, and static analysis. Static testing techniques can help find defects early in the development process, improve the quality of the code, and reduce the cost and effort of dynamic testing. References = ISTQB Certified Tester Foundation Level (CTFL) v4.0 Syllabus, Chapter 4, Section 4.2.1, Page 281; ISTQB Glossary of Testing Terms v4.0, Page 292

Exploratory testing is an experience-based test technique where testers actively engage with the software, learning about its behavior while simultaneously designing and executing tests. According to the ISTQB CTFL syllabus, exploratory testing can be structured into sessions guided by test charters, which outline the test objectives and provide direction for the testers' exploration. This method is particularly useful in situations where test documentation is limited or where rapid feedback is needed. Thus, option B correctly describes how exploratory testing can be organized​​.

Comprehensive and Detailed In-Depth Explanation:A defect report should contain relevant details to help developersreproduce and fix the defect efficiently. The essential elements include:

Test object & environment (A)– To ensure reproducibility.

Title & summary (B)– For quick identification.

Expected vs. actual results (D)– To describe the discrepancy.

Thestructure of the test team (C)is irrelevant for defect tracking and resolution.

Behavior-Driven Development (BDD) is a collaborative approach that enhances communication among project stakeholders, including developers, testers, and business analysts. It involves defining how software should behave through examples written in a common language understandable by all stakeholders, often using the Given-When-Then format​​.

This answer is correct because the whole-team approach is a way of working in agile projects where all team members share the responsibility for the quality of the product, and collaborate on delivering value to the customer. The whole-team approach involves testers, developers, business analysts, product owners, and other stakeholders in planning, designing, developing, testing, and delivering the product. The whole-team approach fosters communication, feedback, learning, and continuous improvement within the team. References: ISTQB Glossary of Testing Terms v4.0, ISTQB Foundation Level Syllabus v4.0, Section 3.1.1.1

The correct test execution sequence should consider both the dependencies between the requirements and their priorities. According to the diagram, the sequence begins with R2 (P1) as it is a prerequisite for R3 (P4). Then R1 (P3) can be tested. R3 follows as it depends on R2. Next, R7 (P4) should be tested before R6 (P3) and R5 (P2), as indicated by their dependencies. Finally, R4 (P1) and R8 (P1) can be tested. Therefore, the best sequence is R2, R1, R3, R7, R6, R5, R4, R8.Reference:ISTQB CTFL Syllabus V4.0, Section 5.1.5

The state transition diagram provided shows three distinct states:

Waiting for fingerprint

Waiting for PIN

Valid PIN/ask menu selection

Each state represents a different stage in the system's operation, with transitions based on user actions and system responses​​.

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

The requirement specifies that a bonus should be paid if the total amount of sales (TAS) made during the year is 300,000€ or more. The software incorrectly implements this requirement with "IF (TAS = 300,000)" instead of "IF (TAS >= 300,000)". Using boundary value analysis (BVA), which is a common technique in software testing, the three test cases provided (TC1 = 299,999, TC2 = 300,000, and TC3 = 300,001) cover the critical boundary values around the condition.

TC1 tests just below the boundary (299,999),

TC2 tests exactly at the boundary (300,000),

TC3 tests just above the boundary (300,001).

Since the software incorrectly checks for TAS equal to 300,000, only TC2 will fail because the condition is exactly met and highlights the incorrect implementation of the decision logic.

Comprehensive and Detailed In-Depth Explanation:Test analysis involves identifying the features to be tested and deriving test conditions. It is the phase where testers analyze the test basis (e.g., requirements, specifications) to identify testable aspects of the system. Test design (A) focuses on creating test cases, test implementation (C) involves preparing the test environment, and test execution (D) runs the tests.

Comprehensive and Detailed In-Depth Explanation:The whole-team approach promotes collaboration among stakeholders (business representatives, developers, and testers) to ensure better quality and project success (A). This approach allows for early identification of issues, enhances shared responsibility, and improves software quality. Option C is a valid but indirect benefit, while options B and D do not directly describe the core advantage of the whole-team approach.

Test-Driven Development (TDD) emphasizes writing tests before code and includes refactoring as a key practice to improve both the tests and the code. This ensures that the codebase remains clean and maintainable. The ISTQB CTFL Syllabus v4.0 discusses TDD as a practice that includes writing tests first, coding to satisfy those tests, and then refactoring the code to improve its structure and readability while keeping the tests intact​​.

In a formal review, the roles involved typically include the author, management, facilitator (also known as moderator), review leader, reviewers, and scribe. Each role has specific responsibilities to ensure the effectiveness and efficiency of the review process:

Theauthorcreates and refines the work product being reviewed.

Managementallocates resources and supports the review process.

Thefacilitatormanages the review meeting, ensuring it proceeds smoothly.

Thereview leaderplans the review and ensures it meets its objectives.

Reviewersexamine the work product to identify defects.

Thescriberecords issues raised during the review meeting​​.