CTFL-AT Exam Dumps - iSQI Agile Tester Questions and Answers

 Equivalence partitioning is a black-box test design technique that divides the input domain of a system into classes of data from which test cases can be derived. The idea is that if a system works correctly for a representative value from an equivalence class, it will work correctly for all values from that class, and vice versa. Equivalence partitioning reduces the number of test cases by eliminating redundant ones. For the given user story, equivalence partitioning is the most suitable technique because it can test the different outcomes of the annual car tax calculation based on the power of the vehicle, which is the main input for the system. By testing one value from each partition, the tester can verify the functionality of the system and detect any errors in the calculation logic. The other techniques are not as suitable because they do not focus on the inputdomain of the system, but rather on the conditions, transitions, or scenarios that are not directly related to the user story. References:

• : ISTQB® Foundation Level Agile Tester Syllabus, Version 2014, Section 2.2.2
• : ASTQB Agile Tester Certification Resources, Agile Testing Foundations, Chapter 3, Section 3.2.2
• : 3

The whole-team approach is a principle of agile testing that involves everyone with different knowledge and skills to ensure project success. The whole-team approach means that the business representatives, testers, and developers work together in every step of the development process, from planning to delivery. The whole-team approach aims to enhance communication and collaboration within the team, leverage the various skill sets of the team members, and make quality everyone’s responsibility12. Therefore, the statement C is the most direct advantage of the whole-team approach, as it captures the essence of the principle and its benefits. The other statements are not directly related to the whole-team approach, or are incorrect. Statement A is about continuous integration, which is a practice of agile development that involves having at least once a day an automated build and test process that detects integration errors early and quickly. Continuous integration is not a direct consequence of the whole-team approach, although it may be facilitated by it13. Statement B is about avoiding requirements misunderstandings, which may be a benefit of the whole-team approach, but not the most direct one. The whole-team approach does not only focus on requirements, but also on design, implementation, testing, and delivery. Moreover, avoiding requirements misunderstandings may also depend on other factors, such as the quality of the user stories, the use of acceptance criteria, and the feedback from the customers and users14. Statement D is incorrect, as it contradicts the whole-team approach. The whole-team approach does not reduce the involvement of business representatives, but rather increases it. Business representatives are an integral part of the whole-team approach, as they provide the vision, the value, and the validation of the product. They collaborate with the testers and developers to define the features, prioritize the backlog, and verify the outcomes12. References: ISTQB Foundation Level Agile Tester Syllabus1, Section 1.2.1, page 9; What is Whole Team Approach in Agile Testing?2, Section What is Whole Team Approach?; Continuous Integration3, Section What is Continuous Integration?; Effective User Stories - 3C’s and INVEST Guide4, Section The 3 C’s (Card, Conversation, Confirmation) of User Stories.

 According to the ISTQB Tester Foundation Level Agile Tester syllabus, one of the key principles of agile testing is that testers are integrated into the agile team and work closely with developers and other stakeholders. However, this does not mean that testers lose their independence or objectivity. Testers should still be able to provide an unbiased view of the quality of the software and challenge the assumptions and decisions made by the team. Therefore, option C is the best way for a test team to keep its independence when working in an agile development environment, as it allows testers to be part of the agile team, but also report to a different manager than the developers, who can support their professional development and ensure their independence. Option A is not a good way to keep independence, as it limits the transparency and collaboration between testers and developers, which are essential for agile testing. Option B is also not a good way to keep independence, as it creates a physical and organizational barrier between the test automation team and the agile development team, which can hinder communication and feedback. Option D is also not a good way to keep independence, as it creates an inconsistency and imbalance between the testers who are co-located with the agile development team and those who are not, which can affect the quality and efficiency of the testing process. References: ISTQB Tester Foundation Level Agile Tester syllabus, section 1.2.1, page 91; ISTQB Tester Foundation Level Agile Tester syllabus, section 1.2.2, page 101; ISTQB Tester Foundation Level Agile Tester syllabus, section 2.1.1, page 141; ISTQB Tester Foundation Level Agile Tester syllabus, section 2.2.1, page 161; ISTQB Tester Foundation Level Agile Tester syllabus, section 2.2.2, page 171.

Testers replace developers in writing unit test automation scripts. Comprehensive Explanation: The integration of development and testing activities in Agile projects is based on the principle of cross-functional teamwork, where all team members collaborate and share their skills and knowledge to achieve a common goal. In the context of testing, this means that testing is not seen as a separate activity or phase, but as an integral part of the development process. Therefore, the following sentences are correct:

• While developers develop automated unit test scripts, testers write automated system level tests. This is an example of how developers and testers can work in parallel and complement each other’s testing efforts. Developers can focus on testing the internal quality of the code, while testers can focus on testing the external quality of the product.
• Developers write acceptance criteria and test cases, together with testers. This is an example of how developers and testers can work together to define and verify the user requirements and expectations. Developers can provide their technical expertise and input, while testers can provide their business and user perspective and feedback.
• Developers and testers may work as a pair to develop and test a feature. This is an example of how developers and testers can work closely and interactively to deliver a feature. Developers and testers can exchange ideas, suggestions, and information, and support each other in the coding and testing tasks.

The following sentence is incorrect:

• Testers replace developers in writing unit test automation scripts. This is not a valid example of the integration of development and testing activities in Agile projects, because it implies that testers take over the responsibility of developers, rather than collaborate with them. Testers should not replace developers in writing unit test automation scripts, because developers have more knowledge and experience in coding and debugging, and because unit testing is an essential part of the development process. Testers should instead work with developers to ensure that the unit test automation scripts are adequate, effective, and maintainable. References: ISTQB® Foundation Level Agile Tester Syllabus1, Section 1.2.1, page 9; ISTQB® Glossary of Testing Terms2, version 4.0, pages 16 and 55.

Risk-based testing is a technique that prioritizes testing activities based on the level of risk associated with each feature or requirement. The level of risk is usually calculated by multiplying the probability and impact of each risk. The higher the risk level, the more testing effort should be allocated to mitigate the risk. In this case, the risk level for each option is as follows: A. Risk level = Low x Low = Low B. Risk level = Low x High = Medium C. Risk level = High x High = High D. Risk level = High x Low = Medium Therefore, the highest risk level is C, followed by B and D, and then A. The User Story for the Operator-Instructions module should be tested according to this risk order, starting with C, then B, then D, and finally A. Hence, the answer is B, as it is the second highest risk level and should be tested after C. References: ISTQB Foundation Level Agile Tester Extension Syllabus1, page 16; ISTQB Agile Tester Sample Exam2, question 18.

The Agile Manifesto is a declaration of four values and twelve principles that guide the Agile software development approach12. The four values of the Agile Manifesto are12:

• Individuals and interactions over processes and tools
• Working software over comprehensive documentation
• Customer collaboration over contract negotiation
• Responding to change over following a plan

These values emphasize the importance of human collaboration, working product, customer feedback, and adaptability over rigid processes, extensive documentation, fixedcontracts, and predefined plans. The values do not imply that the items on the right are not important, but rather that the items on the left are more important and should be prioritized.

Therefore, the statement that is NOT a value from the Agile Manifesto is B, as it contradicts the first value of the Agile Manifesto. The correct statement should be “Individuals and interactions over processes and tools”. References: ISTQB Foundation Level Agile Tester Extension Syllabus1, page 10; ISTQB Agile Tester Sample Exam2, question 1.

According to the ISTQB Tester Foundation Level Agile Tester syllabus, a retrospective is a meeting held at the end of each iteration or release, where the agile team reflects on what went well and what can be improved in their processes, practices, and interactions. The purpose of a retrospective is to identify and implement actions for continuous improvement, and to foster a culture of learning and collaboration. Therefore, the items that would be the most effective to generate discussions on process improvement are those that are related to the team’s performance, challenges, feedback, and suggestions. Option D is the least effective item to generate discussions on process improvement, as it is a personal attack on one of the team members, and it does not offer any constructive feedback or solution. This kind of item can create a negative and hostile atmosphere in the retrospective, and damage the trust and respect among the team members. Option A is an effective item to generate discussions on processimprovement, as it identifies a problem with the build process that affects the team’s efficiency and quality, and it can lead to finding ways to optimize the build process or to mitigate the delays. Option B is also an effective item to generate discussions on process improvement, as it reveals a discrepancy between the team’s estimation and actual effort, and it can lead to analyzing the root causes of the deviation and to improving the estimation techniques or the team’s capacity. Option C is also an effective item to generate discussions on process improvement, as it highlights a weakness in the automation tests that hinders the team’s ability to debug and fix the failures, and it can lead to enhancing the automation tests with better logging mechanisms or to reviewing the automation strategy. References: ISTQB Tester Foundation Level Agile Tester syllabus, section 2.1.1, page 14; ISTQB Tester Foundation Level Agile Tester syllabus, section 2.1.2, page 15; ISTQB Tester Foundation Level Agile Tester syllabus, section 2.2.1, page 16; ISTQB Tester Foundation Level Agile Tester syllabus, section 2.2.2, page 17.

 A task management tool is a software application that helps agile teams plan, organize, and monitor their work. A task management tool typically allows the team to create, assign, prioritize, update, and track user stories, tests, and other tasks that are part of the agile project. A task management tool can also provide various views and reports to visualize the progress and status of the project, such as Kanban boards, burndown charts, velocity charts, etc. Some examples of task management tools are Jira, Trello, Asana, and Monday.com12345. References: ISTQB® Foundation Level Agile Tester Syllabus, Section 2.1.1, page 13; ASTQB Agile Tester Certification Resources, Section 2.1.1, page 13.

A whole-team approach is a way of working in agile projects where all team members share the responsibility for delivering high-quality software that meets the customer’s needs. This means that testers, developers, business analysts, and other roles collaborate closely throughout the project lifecycle, and use their different skills and perspectives to contribute to the quality of the product. A benefit of this approach is that it enables the team to leverage the various skill sets within the team to the benefit of the project, such as testing skills, coding skills, domain knowledge, user experience, etc. This can lead to faster feedback, better communication, higher productivity, and more innovation. References: ISTQB® Foundation Level Agile Tester Syllabus1, Section 1.1.1, page 7; ASTQB Agile Tester Certification Resources, Section 1.1.1, page 7.

The tester within an Agile team is not responsible for ensuring all project status meetings are held according to the plan. This is typically a task for the Scrum Master, who facilitates the meetings and ensures that the team follows the Agile principles and practices. The tester within an Agile team is responsible for ensuring the appropriate testing tasks are scheduled during iteration planning, suggesting improvements in team retrospectives, and working with business stakeholders to clarify requirements. These are all tasks that contribute to the quality of the software and the testing process, as well as the collaboration and communication within the team and with the customers. References: ISTQB Foundation Level Agile Tester Syllabus, Section 2.3.1, page 171; ISTQB Foundation Level Agile Tester Sample Exam Questions, Question 2.3.1-1, page 82