TM3 ISTQB Certified Tester Advanced Level - Test Management v3.0 Question and Answers

Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level – Test Manager v3.0 syllabus:

WithinTest Planning(Chapter:Test Planning, Monitoring, and Control), the syllabus describes that the test manager defines the test approach fornon-functional quality characteristics(e.g., performance, load, scalability, reliability). For these, the test manager oftensets or references benchmarks/baselines and success criteria(e.g., response-time thresholds, throughput targets) to evaluate system behavior under specified conditions. Establishing and usingbenchmarksis a hallmark ofnon-functional testing, particularlyperformance testing.

(Reference: CTAL-TM v3.0 Syllabus — Chapter “Test Planning, Monitoring, and Control”, subsections on defining the test approach for non-functional testing and specifying success criteria/benchmarks.)

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).

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.)

Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level – Test Manager v3.0 syllabus:

In theTest Planningactivities of the CTAL-TM v3.0 syllabus (Chapter 3), the selection oftest design techniquesis part of defining thetest approach. The syllabus describes that when thetest manager defines the test approach, they determinehowtesting will be performed, including thetest design techniquesto be used, and align resources and estimates accordingly.

The earlier tasks in planning set the stage (understanding context and organization) and address risk treatment choices, while theestablish test plantask documents and baselines the already chosen approach and decisions.

Why the other options are incorrect:

A. Understand the context and organise test planning– This task focuses on analyzing the test context, stakeholders, constraints, and organizational aspects to prepare for planning; it does not yet select specifictest design techniques.

B. Identify risk treatment approaches– This task deals with how risks will be addressed (e.g., through mitigation, contingency, or targeted testing focus); it informs priorities but does not itself selecttest design techniques.

D. Establish test plan– This task records and baselines the plan (including approach and techniques already chosen). The selection of techniques has already occurred when defining the approach.

References (ISTQB Certified Tester Advanced Level – Test Manager v3.0 syllabus):

Chapter 3:Test Planning, Monitoring, and Control– subsection describingtest planning tasksand the activity todefine the test approach(which includes selectingtest design techniques), followed by estimation/resource allocation and subsequent establishment of thetest plan.

Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level – Test Manager v3.0 syllabus:

Same rationale as Q35. In Agile,no formal defect reportis typically created when the team canfix the issue immediatelyand maintain flow (e.g., defect on a high-priority user story that is quickly addressed). Formal reports are encouraged whenblocking,spanning iterations, orrequiring cross-teamwork for visibility/traceability. Refer to CTAL-TM v3.0, Chapter 5 on defect management and Agile reporting considerations.

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Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level – Test Manager v3.0 syllabus:

InPeople Skills – Team Composition, the syllabus distinguishes four competence areas.Personal competencecovers attributes such asself-confidence,resilience, self-management, and ownership—traits related to how an individual conducts themselves. “Ability to act with confidence” is therefore categorized underpersonal competence, not methodological (techniques), professional (domain/technical knowledge), or social (interaction with others).

(ISTQB CTAL-TM v3.0 — Chapter “People Skills – Team Composition”: competence categories and examples; self-confidence falls underpersonal competence.)

Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level – Test Manager v3.0 syllabus:

Per the syllabus, when building abusiness caseusing thecost of qualitymodel, compare theavoided external failure costswith thesum of relevant pre-release costs(prevention, detection/appraisal, and internal failure). For 50 expected defects found in testing:

Avoided external failure cost= 50 × €2,500 =€125,000

Pre-release costsper defect = €200 (prevention) + €400 (detection) + €150 (internal failure) =€750

Total pre-release costs= 50 × €750 =€37,500

Net benefit (cost-benefit)= €125,000 − €37,500 =€87,500

This computation follows the syllabus’ guidance to quantify bothcosts(prevention, detection, internal failure) andbenefits(external failures avoided) to demonstrate the economic value of testing.

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).

Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level – Test Manager v3.0 syllabus:

In regulated, safety-critical domains with audits and strong traceability requirements, the syllabus emphasizes defining amethodical, documented test approachwithin test planning, includingselection of formal test design techniquesandrisk-based testingto focus effort on the most critical features. These elements are explicitly tied toV-modelcontexts, where traceability from requirements through test conditions and cases is expected, and evidence is essential for internal and external audits (CTAL-TM v3.0 Syllabus — Chapter 3, Test Planning; and Chapter 4, Risk-Based Testing and effort allocation).

Option B aligns with these needs: applyingrisk-based testingto prioritize safety-critical functions and usingformal techniquesto producetraceable, auditabletest assets.

Options A and D are practices typically associated with agile/ATDD and “definition of done,” which do not best fit asequential V-modelcontext. Option C (experience-based) may complement but isinsufficientas the primary approach wheretraceability and auditabilityare key.

(References: CTAL-TM v3.0 Syllabus — Chapter 3 “Test Planning, Monitoring, and Control” – defining the test approach and selecting test design techniques; Chapter 4 “Risk-Based Testing and Other Approaches for Test Prioritization and Effort Allocation” – prioritizing safety-critical areas; material on traceability/audit expectations in regulated contexts.)

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Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level – Test Manager v3.0 syllabus:

The syllabus differentiatescost of qualityinto:

Prevention(to avoid defects),

Appraisal(to evaluate products, e.g., reviews, testing),

Internal failure(defectsfound before release, including the cost to fix during testing), and

External failure(defects foundafter release).“Fixing a defect found during testing” is aninternal failure cost, because the failure is detected and corrected prior to delivery (CTAL-TM v3.0, Organizational Test Management – economics of testing and cost of quality categories).

Comprehensive and Detailed Explanation From Exact Extract of ISTQB Certified Tester Advanced Level – Test Manager v3.0 syllabus:

The syllabus describesratio-based estimation(e.g., estimating test effort as a proportion of known or estimated development effort) as appropriate when reliable development-effort data or estimates and clear scope are available. Here, detailed specifications exist, overall development effort is estimated, and increments are defined—conditions well-suited to ratio-based estimation.

Extrapolationrequires comparable historical test data for this context.

Wide-band Delphiis useful when data is scarce and expert consensus is needed.

Planning pokeris typically used by Agile development teams to size user stories, not for contracting UAT with a third party.

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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.