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NEW QUESTION # 25
Analytical test improvement approaches identify problems based on data from the project or team.
Appropriate improvements can be derived from an analysis of the identified set of problems.
Which of the following is not an example of an analytical-based test process improvement approach?

• A. Root cause analysis
• B. Analysis using measures, metrics and indicators
• C. Quantitative TPI NEXT assessment
• D. The Goal Question Metric (GQM) approach

Answer: C

Explanation:
Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level - Test Manager v3.0 syllabus:
The syllabus classifies improvement approaches includinganalytical approaches(e.g.,root cause analysis, GQM, andanalysis of measures/metrics/indicators) that derive improvements byanalysing project/team data.
Model-basedapproaches (e.g.,TMMi,TPI NEXT) are a distinct category that evaluate practicesagainst a reference modelrather than primarily deriving improvements from project data analysis.
Hence,B (Quantitative TPI NEXT assessment)ismodel-based, not ananalyticalapproach;A, C, and Dare analytical.
(References: CTAL-TM v3.0 Syllabus - Chapter 2 "Test Management in the Organization" - improvement approaches: analytical vs. model-based vs. other; examples provided for each category.)

NEW QUESTION # 26
You are the only tester in an Agile team. The test policy states that only defects that need to be solved outside the team are documented. You are receiving complaints from developers from other teams that they do not receive sufficient defect information to be able to efficiently and effectively solve the defects. You have used the ISO 29119 standard to identify which attributes could be added to the current defect report template.
Which two of the following options would be best to add to the current defect report template to solve the current issue?

• A. The name of the tester that found the defect
• B. Severity of the defect
• C. Test level where the defect was found
• D. How to reproduce the defect
• E. Configuration in which the defect was found

Answer: D,E

Explanation:
Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level - Test Manager v3.0 syllabus:
In theTesting Process(defect management and reporting), the syllabus emphasizes that defect reports must containsufficient information to allow effective reproduction and diagnosisand that they should includeenvironment/configuration detailsrelevant to reproducing the failure and isolating the underlying defect. Concretely, the syllabus highlights information such assteps to reproduce,observed and expected results, andtest environment/configurationas essential elements to enable teams (especially external teams) to analyze and fix defects efficiently. Therefore, addingHow to reproduce the defect (B)and theConfiguration in which the defect was found (E)most directly addresses the complaint of insufficient information for external developers.
(ISTQB CTAL-TM v3.0 - Chapter "Testing Process": defect reporting content and quality; importance of reproducibility and environment details in defect reports.)

NEW QUESTION # 27
The following defect management process is in use at a company... What is the most important recommendation you would make for the defect report template in this process?

• A. Add a priority field to show how quickly it needs fixing
• B. Add a lifecycle phase field to document when the defect is found
• C. Add a classification field for the type of incident
• D. Automate the incident numbering

Answer: A

Explanation:
Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level - Test Manager v3.0 syllabus:
For effectivedefect management and control, the report needs information that supportsprioritization and scheduling of fixes. The syllabus emphasizes fields such aspriority/severity, status, environment, and reproducibility to supportplanning, monitoring, and controldecisions. In the described process, addingpriorityis most critical to drivetimely assignment and fixing order(Chapter 5: Test Monitoring, Control, and Reporting - defect reporting to support control; Chapter 3: Test Planning - using priorities to allocate effort).

NEW QUESTION # 28
You are involved in the selection of a test management tool and have decided to calculate the ROI for the two potential tools: TestMaker and ImproveIT.
TestMaker is priced at €15,000 with yearly maintenance costs of €1,500. Its traceability to requirements feature is strong and the defect management process can easily be customised to meet the needs of the organisation. Effort for test management activities is expected to decrease by 20%.
ImproveIT is priced at €20,000 with yearly maintenance costs of €2,500. Its traceability feature is also strong and has a high level of usability. It also has interesting options for adding extensions to its features in the future. Effort for test management activities is expected to decrease by 30%.
Based on the calculated ROI, which tool would you suggest?

• A. There is too little information to accurately calculate the ROIs
• B. TestMaker
• C. ImproveIT
• D. None of the tools, since they do not provide a positive ROI

Answer: A

Explanation:
Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level - Test Manager v3.0 syllabus:
InTest Tool and Automation, the syllabus states that determining thebusiness case/ROIfor a tool requires identifying and quantifyingall relevant costs(acquisition, maintenance,training,pilot/rollout,integration, customization) andbenefits(e.g.,effort reductionacross activities, quality and cycle-time gains), then comparing them over a defined period within the organization's context. A % effort reduction alone is insufficient without knowing thebaseline effort/cost, number of users, training/transition costs, and implementation scope. Therefore, ROI cannot be accurately computed with the given data.
(Reference: CTAL-TM v3.0 -Test Tool and Automation: tool selection and introduction; establishing a business case/ROI by quantifying costs and benefits; considering acquisition, maintenance, training, pilot, integration, process changes, and productivity gains.)

NEW QUESTION # 29
Your company is considering purchasing a test tool suite from a respectable vendor. Your manager has searched the internet for comparable products, but none of them meet his specific requirements. A tool demonstration has been arranged for next week and your team has been invited to attend. The tool suite consists of a test management tool, test execution tool, and a requirements management tool. There is a possibility of adding a performance testing tool at a later stage.
You have decided to attend the demo but raise some issues beforehand regarding expectations.
Which two issues from the options provided below should at least be raised?

• A. How will the implementation be organised?
• B. Do we have a set of tool requirements to validate the tool against?
• C. What are the problems we are trying to address?
• D. Is customized training available?
• E. Which project will be selected to perform the tool pilot?

Answer: B,C

Explanation:
Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level - Test Manager v3.0 syllabus:
The syllabus reminds test managers thattool introduction must be problem-drivenandrequirements-based.
Before (or alongside) demos, teams should clarify:
Athebusiness/testing problemsand improvement goals the tool is meant to address (e.g., traceability, automation scale, reporting).
Baclear set of tool requirements/selection criteriato objectivelyassess the toolduring a demo or evaluation.
These two are theminimum critical questionsto ground any evaluation. WhileC,D, andEare important for later stages (rollout planning, piloting, and training), ISTQB stresses thatsuccessful adoption starts with defined needs and evaluation criteria, ensuring the demo and subsequent selection are aligned to real objectives.
Relevant syllabus areas:Test Tool and Automation-Tool selection and introduction(identify problems
/opportunities, define requirements and success criteria, evaluate, then plan pilot/rollout/training).

NEW QUESTION # 30
In multi-team environments with hybrid software development approaches, there are various challenges in the context of defect management, such as:
i. Alignment of defect attributes to be used
ii. Prioritisation of defects
iii. Alignment of the approach for defect fixes
Solutions to the above-mentioned challenges include:

• A. Transparency of plans by sharing them between teams via dashboardsWhich solution is related to which challenge?
• B. A = i, B = ii, C = iii
• C. A = i, B = iii, C = ii
• D. Synchronisation between the defect management tools
• E. A = i, B = ii, C = i
• F. The product owner should be involved in the defect management meetings
• G. A = ii, B = i, C = iii

Answer: A

Explanation:
Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level - Test Manager v3.0 syllabus:
ii. Prioritisation of defects # A. Product owner involvement: The PO (or equivalent business authority) ensuresbusiness-value/risk-based prioritizationis consistent across teams.
i. Alignment of defect attributes # B. Tool synchronization: Toalign fields/attributes/statuses, teams synchronize or harmonize defect management tools and schemas.
iii. Alignment of approach for fixes # C. Transparent shared dashboards:Shared plans/dashboardssupport coordination onhow/whenfixes are implemented across teams, improving consistency and visibility.This mapping reflects the syllabus coverage oforganization-level test management, multi-team governance, tool alignment, and cross-team transparency practices in hybrid/Agile environments (CTAL-TM v3.0, Chapter 2:
Test Management in the Organization; Chapter 5: defect management coordination and reporting).

NEW QUESTION # 31
You are a test manager in charge of integration, system, and user acceptance testing for a bank. You are working on a project to upgrade an existing ATM to allow customers to obtain cash advances from supported credit cards.
The system should allow cash advances from €20 to €500 (both inclusive) for all supported credit cards. The supported credit cards are American Express, VISA, Eurocard, and Mastercard. The system should be easy to use for all users, including new users. The organisation is currently in a transition to Agile and already well on its way.
In the test plan, the following items are listed under the heading"Items and features to be tested":
All supported credit cards
Language localisation
Valid and invalid advance
Usability
Response time
Which of the following topics would be most important for you to address in detail in the test plan?

• A. Detailed entry and exit criteria per test level
• B. An approach to regression testing
• C. A set of logical test cases
• D. A list of acceptance criteria for each of the user stories

Answer: A

Explanation:
Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level - Test Manager v3.0 syllabus:
According to theISTQB CTAL-TM v3.0 Syllabus, Chapter 3 - Test Planning, Monitoring, and Control, one of the main tasks oftest planningis todefine and document test completion criteria and test level entry criteriaas part of the test plan.
"The test plan shall include the entry and exit criteria for each test level, including the conditions that must be met to start and finish testing activities at that level." (ISTQB CTAL-TM v3.0 Syllabus, Chapter 3: Test Planning activities) Thetest planprovides the structure for managing multiple test levels such as integration, system, and user acceptance tests. Since this question context explicitly mentions severaltest levels, the most critical aspect to document in detail isthe entry and exit criteria per test level, ensuring clarity on when each test level starts and completes, and what constitutes sufficient testing for release or transition.
Why the other options are incorrect:
A). An approach to regression testing- While important, regression strategy typically belongs to thetest approachsection, not the detailed planning of multi-level testing criteria.
B). A list of acceptance criteria for each of the user stories- This belongs toAgile acceptance testdocumentation, not the formaltest planfor multiple test levels (integration, system, UAT).
D). A set of logical test cases- Test cases are outputs oftest design, not part of thetest plandocument.
References:
ISTQB Certified Tester Advanced Level - Test Manager Syllabus v3.0
Chapter 3: Test Planning, Monitoring, and Control
Section:Test Planning Tasks
Subsection:Define test completion criteria (exit criteria) and entry criteria for each test level Table of contents and body text referring to"items and features to be tested","entry and exit criteria", and
"content of the test plan".

NEW QUESTION # 32
Which of the following characteristics of risk-based techniques is not appropriate to a more heavyweight risk- based technique?

• A. Defined processes and detailed documentation
• B. Mathematical formulas
• C. Risk likelihood and risk impact on an ordinal scale
• D. Broad group of stakeholders

Answer: C

Explanation:
Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level - Test Manager v3.0 syllabus:
The syllabus distinguisheslightweightandheavyweightrisk-based approaches. Lightweight approaches typically usequalitativeassessments withordinalscales for likelihood and impact (e.g., Low/Medium/High).
Heavyweight approaches aremore formal and quantitative, may involvemathematical models,detailed documentation, anddefined processes, and can still involve a broad stakeholder set (e.g., via structured workshops), but theydo not rely on simple ordinal scalesas their main analysis device. Therefore, usingordinal scales(B) is characteristic oflightweight, not heavyweight.
Reference: ISTQB CTAL-TM v3.0 Syllabus, Chapter 4 (Risk-Based Testing) - subsection contrastinglightweight vs. heavyweightrisk-based techniques (qualitative/ordinal vs. quantitative/formal attributes).

NEW QUESTION # 33
Which of the following test stakeholders are most likely not involved in defining requirements?

• A. Product Owners
• B. Operations Team
• C. Users
• D. Development Leads

Answer: B

Explanation:
Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level - Test Manager v3.0 syllabus:
The syllabus (Chapter:People Skills - Team Composition) discusses stakeholder roles and collaboration.
Product OwnersandUsersare primary sources forrequirements and acceptance criteria.Development Leadstypically collaborate on clarifying requirements and translating them into technical solutions and testability. By contrast, theOperations Teamis primarily focused ondeployment, support, and operational concerns(e.g., environments, monitoring, reliability in production). While operations may influencenon- functional constraintsor service levels, they arenot typically the primary participants in defining functional requirements, makingOperations Teamthe most likely answer here.
(Reference: CTAL-TM v3.0 Syllabus - Chapter "People Skills - Team Composition", stakeholder roles and collaboration; contrasts in responsibilities across PO/Users/Dev vs. Operations.)

NEW QUESTION # 34
When reading books and watching recorded videos are used as a way to acquire skills and knowledge, which approach to competence development is typically being used?

• A. Training and education
• B. Peer learning
• C. Training on-the-job
• D. Self-study

Answer: D

Explanation:
Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level - Test Manager v3.0 syllabus:
The syllabus lists multiple competence development approaches (training/education, coaching/mentoring, on- the-job learning, peer learning, andself-study) and explicitly characterizesself-studyas learning through materials such as books and recorded content. This aligns directly with the scenario of "reading books and watching recorded videos," which isself-study(CTAL-TM v3.0, People Skills - competence development options).

NEW QUESTION # 35
Which of the following is a generic good practice in adopting and rolling out of a new test tool?

• A. Understand how the tool can technically and organisationally be integrated into the software development lifecycle
• B. Consider the pros and cons of the various licensing models
• C. Identify opportunities for process improvement supported by the tool
• D. Define guidelines for the use of the tool

Answer: D

Explanation:
Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level - Test Manager v3.0 syllabus:
The syllabus onTest Tool and Automationlistsgood practices for tool adoption and rollout, including establishingusage guidelines/standardsso teams apply the tool consistently, effectively, and in alignment with the defined process and objectives. WhileBandCare also sensible activities in a broader adoption plan, thegeneric, universally applicable good practiceemphasized in ISTQB materials is todefine and communicate clear guidelines for tool use(roles, workflows, conventions, quality gates), backed by training and a measured rollout.D(licensing considerations) is a procurement detail and not a core "generic" practice highlighted for successful rollout.
Relevant syllabus areas:Test Tool and Automation-Tool selection, introduction, and successful deployment practices(guidelines, training, pilot, measured rollout, integration with process).

NEW QUESTION # 36
A project has been running for a few months and the team does not seem to be making progress in their test approach. The team also lacks drive and enthusiasm and is sometimes seen to be performing their tasks too slowly. You have been asked to recruit an extra person into the team. In addition to introducing the new team member, you have decided to raise motivation.
Which of the actions listed below would most likely result in the opposite, a de-motivation of the team?

• A. Criticising testers only in private when they made a mistake during their test activities.
• B. Constantly prescribing overtime to the testers so that they will be accustomed to perform extra hours when necessary.
• C. Providing adequate rewards to the testers when they have done an outstanding job.
• D. Organising a meeting with senior management in which senior management addresses the importance of good testing for this project.

Answer: B

Explanation:
Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level - Test Manager v3.0 syllabus:
The syllabus addressesmotivators and de-motivatorsin test teams. Sustainedmandatory overtimeis explicitly highlighted as ade-motivator, leading to burnout, reduced morale, and lower quality over time. In contrast, private, constructive feedback,recognition/reward, andvisible management supportare listed as practices that canimprove motivation. Hence,constantly prescribing overtime (B)is the option most likely tode-motivatethe team.
(ISTQB CTAL-TM v3.0 - Chapter "People Skills - Team Composition": motivation and de-motivation factors; effects of overwork, recognition, supportive leadership, and constructive feedback.)

NEW QUESTION # 37
You are a process improver and have decided to use the data from the defect management system to identify and drive improvement actions... Which of the following options could have been identified as missing from the defect reports to be used for process improvement?

• A. The status of the defect
• B. Steps to reproduce the failure, along with the actual and expected results
• C. The software lifecycle phase in which the defect was detected
• D. The priority to fix the problem

Answer: C

Explanation:
Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level - Test Manager v3.0 syllabus:
Forprocess improvement and root-cause analysis, the syllabus highlights the value ofdefect origin and detection phase datato evaluatewhere defects are injected and where they are detected, calculate removal effectiveness, and focus improvements (e.g., earlier-phase prevention or reviews). Thelifecycle phase detectedenables meaningful analysis ofphase containment, trends, and improvement targets; the other fields are useful operationally but less pivotal fororganizational/process improvement analytics(Chapter 2: Test Management in the Organization - improvement approaches using defect data; Chapter 5: Reporting and analysis of defect trends).

NEW QUESTION # 38
Test control uses the information from test monitoring to provide guidance and take corrective action when required.
Which of the following is not a possible test control action?

• A. Re-prioritisation of test cases
• B. Checking the fulfilment of the exit criteria
• C. Adjusting the test schedule
• D. Adding new resources

Answer: B

Explanation:
Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level - Test Manager v3.0 syllabus:
The syllabus distinguishestest monitoring(collecting/assessing status information, e.g., progress vs plan, exit criteria status) fromtest control(takingcorrective actionsbased on monitoring).Control actionsincludere- prioritising tests,adjusting schedules, andadding resourcesto address variances and risks.Checking the fulfilment of exit criteriaismonitoringactivity (status assessment), not a control action.
(Reference: CTAL-TM v3.0 -Test Planning, Monitoring, and Control: differences between monitoring (status, metrics, exit criteria checks) and control (reprioritisation, rescheduling, resource adjustments, scope changes).)

NEW QUESTION # 39
During a test process improvement initiative, defect information is gathered to perform defect cluster analysis.
Which aspect is most likely being targeted for improvement?

• A. To reduce the total number of defects.
• B. To improve the defect removal efficiency.
• C. To better understand risk and focus testing, as part of risk-based testing.
• D. To minimise the costs associated with defects.

Answer: C

Explanation:
Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level - Test Manager v3.0 syllabus:
Defect clustering (e.g., Pareto-style concentration of defects in certain components) is used to informrisk- based testingso that testing can beprioritized and focused on the riskiest areasof the product. In the CTAL-TM v3 syllabus, the test manager uses defect data and trends toprioritize test effort, allocate test depth/techniques where risk is higher, and provide traceable justification in planning and control (Chapter 4: Risk-Based Testing and effort allocation; Chapter 3: Test Planning - using historical/defect data to shape the approach and focus).

NEW QUESTION # 40
Which of the following is not true regarding applying a model-based approach, e.g., TMMi, for improvements at project level?

• A. The assessment should include areas such as test policy and test organisation
• B. Practices at organisational level should be tailored appropriate to the project's context
• C. The assessment should include test management processes such as test planning and test monitoring and control
• D. The assessment should include test engineering processes such as test design, test implementation and test execution

Answer: A

Explanation:
Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level - Test Manager v3.0 syllabus:
The syllabus distinguishesorganizational-levelprocess areas (e.g.,test policy, test organization) fromproject- levelprocess areas (e.g.,test planning, monitoring/control; test design, implementation, execution) when applyingmodel-based improvementssuch as TMMi at different scopes.
Atproject level, assessments focus onproject processes and practices;test policyandtest organizationareorganizationalconcerns, not a correct inclusion for a project-level assessment.
Therefore,C is not truefor a project-level model-based improvement focus.A and Bare correct inclusions at project scope, andDis consistent with the syllabus guidance totailor organizational practices to the project context.
(References: CTAL-TM v3.0 Syllabus - Chapter 2 "Test Management in the Organization" - improvement approaches and scopes; descriptions contrasting organizational vs. project-level process areas and the use of model-based frameworks such as TMMi.)

NEW QUESTION # 41
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