ISTQB ISTQB-CTFL Test Engine Dumps Training With 288 Questions
ISTQB-CTFL Questions Pass on Your First Attempt Dumps for Foundation Level Certified
NEW QUESTION # 32
A company runs a pilot project for evaluation of a test automation tool. Which of the following is NOT a valid object of this pilot project?
- A. Train all testers on using the tool
- B. Get familiar with the functionality and options of the tool
- C. Decide upon standards for tool implementation
- D. Check haw the tool fits to the existing test processes
Answer: A
Explanation:
* A pilot project is a small-scale experiment or trial that is conducted to evaluate the feasibility, effectiveness, and suitability of a test automation tool before implementing it on a larger scale1.
* The objectives of a pilot project may vary depending on the context and scope of the test automation initiative, but some common ones are2:
* To get familiar with the functionality and options of the tool
* To check how the tool fits to the existing test processes and environment
* To assess the benefits and challenges of using the tool
* To decide upon standards and guidelines for tool implementation and usage
* To estimate the costs and resources required for tool deployment and maintenance
* Therefore, option C is not a valid objective of a pilot project, as it is not necessary to train all testers on using the tool at this stage. Training all testers on using the tool would be more appropriate after the tool has been selected and approved for full-scale implementation, and after the standards and guidelines have been established. Training all testers on using the tool during the pilot project would be inefficient, costly, and premature, as the tool may not be suitable or effective for the intended purpose, or may be replaced by another tool later.
References:
* 1: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 82
* 2: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 83
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 84
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 85
NEW QUESTION # 33
For each of the test cases to be executed, the following table specifies the priority order and dependencies on other test cases
Which of the following test execution schedules is compatible with the logical dependencies and allows executing the test cases in priority order?
- A. TC4, TC6, TC3, TC2, TC5, TC1
- B. TC4, TC3, TC2, TC6, TC1, TC5
- C. TC3, TC5, TC6, TC1, TC4, TC3
- D. TC4, TC3, TC2, TC6, TC5. TC1
Answer: B
Explanation:
This answer is correct because it follows the logical dependencies and allows executing the test cases in priority order. TC4, TC3, and TC2 are executed first because they have the highest priority. TC6 is executed next because it has a logical dependency on TC2. TC1 is executed next because it has a logical dependency on TC5. Finally, TC5 is executed last because it has the lowest priority. References: ISTQB Certified Tester Foundation Level (CTFL) v4.0 documents
NEW QUESTION # 34
Which of the following statements about TDD, BDD and ATDD is TRUE?
- A. Refactonng is a practice that is an integral part of TDD and is applied both to tests and to code wntten to satisfy those tests.
- B. BDD is a developer practice where business stakeholders are not usually involved as the tests are directly written at unit/component test level.
- C. ATDD is the practice of running the automated acceptance tests as part of a continuous integration process.
- D. ATDD is a black-box test design technique that is applicable exclusively at acceptance test level.
Answer: A
Explanation:
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.
NEW QUESTION # 35
Which or the following is a valid collection of equivalence classes for the following problem: An integer field shall contain values from and including 1 to and including 15.
- A. Less than 0.1 through 14. 15 and more
- B. Less than 1.1 through 15. more than 15
- C. negative numbers. 1 through 15. above 15
- D. Less than 1.1 through 14. more than 15
Answer: B
Explanation:
Equivalence partitioning is a black-box test design technique where inputs to the software or system are divided into groups that are expected to exhibit similar behavior. For an integer field that should accept values from 1 to 15, the valid equivalence class is 1 through 15. The invalid equivalence classes are numbers less than
1 and numbers more than 15. Therefore, option D, "Less than 1, 1 through 15, more than 15," correctly identifies the valid equivalence class along with the two invalid classes, covering all possible input scenarios for the field. Options A, B, and C either do not accurately capture the valid range or incorrectly specify the range boundaries.
NEW QUESTION # 36
Which of the types of test tools noted below BEST describes tools that support reviews?
- A. Tools to support specialized testing needs
- B. Tools to assess data quality
- C. Tools to support usability testing
- D. Tools to support static testing
Answer: D
Explanation:
Static testing refers to testing that doesn't involve executing code. It includes activities like reviews, inspections, and static analysis. Tools that support static testing help with activities such as analyzing source code, checking coding standards, and aiding in document reviews. These tools can automate or facilitate various aspects of static testing processes, such as highlighting potential issues in code or documents without executing the software.References:
* ISTQB Certified Tester Foundation Level Syllabus v4.0, Section 6.1.1.
NEW QUESTION # 37
Which of the following statements about testware are correct?
I When closing the test activities, all the testware resources can be uninstalled and released II All the testware should be subject to Configuration Management III. The testware. at the end of the project, should be transferred to the organization responsible for maintenance IV The developers are responsible for the correct installation of the testware
- A. II, Ill
- B. I, IV
- C. II, IV
- D. I, Ill
Answer: A
Explanation:
Testware is a term that refers to all artifacts produced during the testing process, such as test plans, test cases, test scripts, test data, test results, defect reports, etc. The following statements about testware are correct:
* II) All the testware should be subject to Configuration Management. Configuration management is a process that establishes and maintains consistency among work products throughout their life cycle.
Configuration management applies to all testware, as it helps ensure their quality and consistency, track their changes and defects, control their versions and access rights, and link them to other artifacts.
* III) The testware at the end of the project should be transferred to the organization responsible for maintenance. Maintenance testing is testing performed on a software product after delivery to correct defects or improve performance or other attributes. Maintenance testing requires testware from previous testing activities or phases, such as test cases, test data, test results, etc. Therefore, the testware at the end of the project should be transferred to theorganization responsible for maintenance testing, such as support team or maintenance team. The following statements about testware are incorrect:
* I) When closing the test activities, all the testware resources can be uninstalled and released. This statement is incorrect, as some testware resources may still be needed for future testing activities or phases, such as maintenance testing or regression testing. Therefore, when closing the test activities, some testware resources should be archived and stored for future use, while others can be uninstalled and released.
* IV) The developers are responsible for the correct installation of the testware. This statement is
* incorrect, as the testers are responsible for the correct installation of the testware. The testers should ensure that they have access to all necessary testware resources and that they are installed and configured properly before starting the test execution. Verified References: A Study Guide to the ISTQB Foundation Level 2018 Syllabus - Springer, Chapter 6, page 58-61.
NEW QUESTION # 38
Which of the following is not an example of a typical generic skill required for testing?
- A. Be able to communicate defects and failures to developers as objectively as possible
- B. Be able to use test management tools and defect tracking tools
- C. Be able to apply test-driven development
- D. Possess the necessary social skills that support effective teamwork
Answer: C
Explanation:
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
NEW QUESTION # 39
Which of the following coverage criteria results in the highest coverage for state transition based test cases?
- A. Covering all states at least once
- B. Covering all transitions at least once
- C. Can't be determined
- D. Covering only start and end states
Answer: B
Explanation:
Covering all transitions at least once is the highest coverage criterion for state transition based test cases, because it ensures that every possible change of state is tested at least once. This means that all the events that trigger the transitions, as well as the actions and outputs that result from the transitions, are verified. Covering all transitions at least once also implies covering all states at least once, but not vice versa. Therefore, option D is not the highest coverage criterion. Option C is the lowest coverage criterion, because it only tests the initial and final states of the system or component, without checking the intermediate states or transitions. Option A is incorrect, because the coverage criteria for state transition based test cases can be determined and compared based on the number of transitions and states covered. Reference = CTFL 4.0 Syllabus, Section 4.2.3, page 49-50.
NEW QUESTION # 40
Metrics can be collected during and at the end of testing activities to assess which of the following?
i. Progress against the planned schedule and budget.
II. Current quality of the test object.
Hi. Adequacy of the test approach.
iv. Effectiveness of the test activities with respect to the objectives.
v. All the above.
Select the correct answer:
- A. Only i and iii.
- B. Only I, ii and iv.
- C. Only i and ii.
- D. Only v.
Answer: D
Explanation:
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.
NEW QUESTION # 41
The following chart represents metrics related to testing of a project that was competed. Indicate what is represented by tie lines A, B and the axes X.Y
- A.
- B.
- C.
- D.
Answer: A
Explanation:
Option D correctly explains what is represented by the lines A, B and the axes X, Y in a testing metrics chart.
According to option D:
* X-axis represents Time
* Y-axis represents Count
* Line A represents Number of open bugs
* Line B represents Total number of executed tests
This information is essential in understanding and analyzing the testing metrics of a completed project.
References: ISTQB Certified Tester Foundation Level (CTFL) v4.0 Syllabus, Section 2.5.1, Page 35.
NEW QUESTION # 42
As the last stage of a test cycle of an embedded device, you are performing exploratory testing. You observed that some character. (A, X andZ)sent via a serial port to the device do not get registered on the device whereas they should be. You suspect that this could be due to a wrong configuration of the "bit parity" parameter.
Which of the following items of an incident report would you beUNABLEto write down based on this information?
- A. Test setup details
- B. Expected result
- C. Actual result
- D. Test case identifier
Answer: D
Explanation:
An incident report is a document that records the details of an incident. An incident report typically contains the following items:
* Identifier: A unique identifier for the incident report
* Summary: A concise summary of the incident
* Description: A detailed description of the incident, including the steps to reproduce it, the expected and actual results, and any relevant screenshots or logs
* Severity: The degree of impact that the incident has on the system
* Priority: The level of urgency for resolving the incident
* Status: The current state of the incident, such as new, open, resolved, closed, etc.
* Resolution: The action taken to resolve the incident, such as fix, workaround, reject, etc. Based on the information given in the question, the tester would be able to write down all of these items except for the test case identifier. A test case identifier is a unique identifier for a test case that is used to link it to other test artifacts, such as test plans, test scripts, test results or incident reports. However, since the tester is performing exploratory testing, there is no predefined test case that can be associated with the incident. Exploratory testing is an approach to testing that emphasizes learning, test design and test execution at the same time. Exploratory testing relies on the tester's skills, creativity and intuition to explore the software under test and discover defects. Exploratory testing does not use formal test cases or scripts, but rather uses test charters or missions that guide the tester's actions and objectives. Verified References: A Study Guide to the ISTQB Foundation Level 2018 Syllabus - Springer, Chapter 3, page
32-33; Chapter 5, page 47-48.
NEW QUESTION # 43
Which of the following is the most important task of a typical test leader?
- A. To automate tests.
- B. To set up the test environment.
- C. To prepare and acquire test data.
- D. To coordinate the test strategy with project managers.
Answer: D
Explanation:
The most important task of a typical test leader is to coordinate the test strategy with project managers. The test strategy is a high-level document that defines the general approach and objectives of testing for a project or an organization. The test leader is responsible for defining, documenting, communicating, and implementing the test strategy in alignment with the project goals and constraints. The test leader also needs to coordinate with project managers and other stakeholders to ensure that the test strategy is feasible, effective, and efficient. The other options are not the most important tasks of a typical test leader. To automate tests is a task of a test automation engineer or a test automation specialist. To prepare and acquire test data is a task of a test analyst or a test engineer. To set up the test environment is a task of a test environment manager or a test environment specialist. Verified References: A Study Guide to the ISTQB Foundation Level 2018 Syllabus - Springer, page 13.
NEW QUESTION # 44
Who of the following has the best knowledge to decide what tests in a test project should be automated?
- A. The test leader
- B. The customer
- C. The development manager
- D. The developer
Answer: A
Explanation:
The test leader is the person who is responsible for planning, monitoring, and controlling the test activities and resources in a test project. The test leader should have the best knowledge of the test objectives, scope, risks, resources, schedule, and quality criteria. The test leader shouldalso be aware of the test automation criteria, such as the execution frequency, the test support, the team education, the roles and responsibilities, and the devs and testers collaboration1. Based on these factors, the test leader can decide which tests are suitable for automation and which are not, and prioritize them accordingly. The test leader can also coordinate with the test automation engineers, the developers, and the stakeholders to ensure the alignment of the test automation strategy with the test project goals and expectations. References = ISTQB Certified Tester Foundation Level (CTFL) v4.0 Syllabus, Chapter 2, Section 2.3.1, Page 152; ISTQB Glossary of Testing Terms v4.0, Page 403; ISTQB Certified Tester Foundation Level (CTFL) v4.0 Syllabus, Chapter 6, Section 6.1.1, Page 514; Top 8 Test Automation Criteria You Need To Fulfill - QAMIND1
NEW QUESTION # 45
In what way do Configuration Management effects testing?
- A. Without proper configuration management, test planning cannot proceed.
- B. There is very little influence of configuration management practices on the test project.
- C. Configuration management is important for developers, not for testers
- D. Proper configuration management ensures that testers can uniquely identity the tested item
Answer: D
Explanation:
Configuration management is a process that establishes and maintains consistency among work products throughout their life cycle. Configuration management affects testing in various ways, such as:
* Proper configuration management ensures that testers can uniquely identify the tested item, which can help traceability, reproducibility and accountability.
* Proper configuration management ensures that testers have access to consistent versions of software components and testware, which can help reliability, compatibility and efficiency.
* Proper configuration management ensures that testers can track changes and defects in software components and testware, which can help verification, validation and reporting.
* Proper configuration management ensures that testers can control the configuration of the test environment, which can help stability, security and performance. Configuration management is not a prerequisite for test planning, as test planning can proceed without configuration management, although it may be less effective or accurate. Configuration management is not important for developers only, but for testers as well, as it affects the quality and consistency of the testing process and products.
Configuration management has a significant influence on the test project, as it affects various aspects of
* testing, such as traceability, reproducibility, reliability, compatibility, efficiency, verification, validation, reporting, stability, security and performance. Verified References: A Study Guide to the ISTQB Foundation Level 2018 Syllabus - Springer, Chapter 6, page 60-61.
NEW QUESTION # 46
Consider a review for a high-level architectural document written by a software architect. The architect does most of the review preparation work, including distributing the document to reviewers before the review meeting. However, reviewers are not required to analyze the document in advance, and during the review meeting the software architect explains the document step by step. The only goal of this review is to establish a common understanding of the software architecture that will be used in a software development project.
Which of the following review types does this review refer to?
- A. Inspection
- B. Audit
- C. Walkthrough
- D. Informal review
Answer: C
Explanation:
This answer is correct because a walkthrough is a type of review where the author of the work product leads the review process and explains the work product to the reviewers. The reviewers are not required to prepare for the review in advance, and the main objective of the walkthrough is to establish a common understanding of the work product and to identify any major defects or issues. A walkthrough is usually informal and does not follow a defined process or roles. In this case, the review for a high-level architectural document written by a software architect matches the characteristics of a walkthrough. References: ISTQB Glossary of Testing Terms v4.0, ISTQB Foundation Level Syllabus v4.0, Section 2.4.2.2
NEW QUESTION # 47
Which or the following is a valid collection of equivalence classes for the following problem: An integer field shall contain values from and including 1 to and including 15.
- A. Less than 0.1 through 14. 15 and more
- B. Less than 1.1 through 15. more than 15
- C. negative numbers. 1 through 15. above 15
- D. Less than 1.1 through 14. more than 15
Answer: B
Explanation:
Equivalence partitioning is a black-box test design technique where inputs to the software or system are divided into groups that are expected to exhibit similar behavior. For an integer field that should accept values from 1 to 15, the valid equivalence class is 1 through 15. The invalid equivalence classes are numbers less than 1 and numbers more than 15. Therefore, option D, "Less than 1, 1 through 15, more than 15," correctly identifies the valid equivalence class along with the two invalid classes, covering all possible input scenarios for the field. Options A, B, and C either do not accurately capture the valid range or incorrectly specify the range boundaries.
NEW QUESTION # 48
As the last stage of a test cycle of an embedded device, you are performing exploratory testing. You observed that some character. (A, X and Z) sent via a serial port to the device do not get registered on the device whereas they should be. You suspect that this could be due to a wrong configuration of the "bit parity" parameter.
Which of the following items of an incident report would you be UNABLE to write down based on this information?
- A. Test setup details
- B. Expected result
- C. Actual result
- D. Test case identifier
Answer: D
Explanation:
An incident report is a document that records the details of an incident. An incident report typically contains the following items:
Identifier: A unique identifier for the incident report
Summary: A concise summary of the incident
Description: A detailed description of the incident, including the steps to reproduce it, the expected and actual results, and any relevant screenshots or logs Severity: The degree of impact that the incident has on the system Priority: The level of urgency for resolving the incident Status: The current state of the incident, such as new, open, resolved, closed, etc.
Resolution: The action taken to resolve the incident, such as fix, workaround, reject, etc. Based on the information given in the question, the tester would be able to write down all of these items except for the test case identifier. A test case identifier is a unique identifier for a test case that is used to link it to other test artifacts, such as test plans, test scripts, test results or incident reports. However, since the tester is performing exploratory testing, there is no predefined test case that can be associated with the incident. Exploratory testing is an approach to testing that emphasizes learning, test design and test execution at the same time. Exploratory testing relies on the tester's skills, creativity and intuition to explore the software under test and discover defects. Exploratory testing does not use formal test cases or scripts, but rather uses test charters or missions that guide the tester's actions and objectives. Verified Reference: A Study Guide to the ISTQB Foundation Level 2018 Syllabus - Springer, Chapter 3, page 32-33; Chapter 5, page 47-48.
NEW QUESTION # 49
Which of the following statements about the test pyramid is TRUE?
- A. The higher the layer of the test pyramid, the more maintainable a single automated test within the layer tends to be
- B. Each layer of the test pyramid groups tests related to a single non-functional quality charactenstic.
- C. The higher the layer of the test pyramid, the more production code a single automated test within the layer tends to cover
- D. The higher the layer of the test pyramid, the more isolated a single automated test within the layer tends to be.
Answer: C
Explanation:
The test pyramid concept suggests that there should be more low-level tests (unit tests) and fewer high-level tests (end-to-end tests).
* As we move higher up the pyramid (e.g., from unit tests to integration tests to end-to-end tests), each test covers more production code.
* Higher-level tests (like end-to-end) validate larger parts of the application, including multiple units and their interactions.
This aligns with the principle that higher-level tests provide broader coverage but are fewer in number and more expensive to run and maintain.
NEW QUESTION # 50
Which of the following statements is an example of testing contributing to higher quality?
- A. A project manager asks to a test leader to estimate the test effort
- B. A tester finds a bug which is resolved prior to release
- C. A test leader writes a test summary report
- D. A tester installs a test ten in the lest environment
Answer: B
Explanation:
* The question is about identifying an example of testing contributing to higher quality. Quality is the degree to which a component, system or process meets specified requirements and/or user/customer needs and expectations1. Testing is the process consisting of all lifecycle activities, both static and dynamic, concerned with planning, preparation and evaluation of software products and related work products to determine that they satisfy specified requirements, to demonstrate that they are fit for purpose and to detect defects2.
* Therefore, testing contributes to higher quality by verifying and validating that the software products and related work products meet the specified requirements, are fit for purpose and have no defects, or at least have a reduced number of defects. Testing also provides information about the quality of the software products and related work products to the stakeholders, who can make informed decisions based on the test results3.
* Out of the four given statements, only option D is an example of testing contributing to higher quality, as it shows that testing has detected a defect (a flaw in a component or system that can cause the component or system to fail to perform its required function4) and that the defect has been resolved (fixed and confirmed) prior to release (delivery of the software product to the customer or end user).
This means that testing has prevented a potential failure (an event in which a component or system does not perform a required function within specified limits) from occurring in the operational environment, and thus has improved the quality of the software product.
* Option A is not an example of testing contributing to higher quality, as it is a reporting activity that summarizes the test results and evaluates the test objectives, but does not directly affect the quality of the software product or related work products. A test summary report is a document that records and communicates the outcomes of testing activities, including test completion criteria, test results, incident reports, test summary and evaluation, and lessons learned.
* Option B is not an example of testing contributing to higher quality, as it is a planning activity that estimates the resources and time needed for testing activities, but does not directly affect the quality of the software product or related work products. A test effort estimate is an approximation of the amount of work and/or the duration of time required to perform testing activities.
* Option C is not an example of testing contributing to higher quality, as it is a preparation activity that sets up the test environment (an environment containing hardware, instrumentation, simulators, software tools, and other support elements needed to conduct a test), but does not directly affect the quality of the software product or related work products. A test environment installation is a process of installing and configuring the test environment according to the test environment specification.
References:
* 1: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 10
* 2: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 11
* 3: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 12
* 4: ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 13
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 13
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 77
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 78
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 79
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 80
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 81
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 82
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 83
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 84
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 85
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 86
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 87
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 88
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 89
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 90
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 91
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 92
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 93
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 94
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 95
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 96
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 97
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 98
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 99
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 100
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 101
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 102
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 103
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 104
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 105
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 106
* : ISTQB Certified Tester Foundation Level Syllabus 2018, Version 4.0, p. 107
NEW QUESTION # 51
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