TM3 Practice Exam Questions with Answers ISTQB Certified Tester Advanced Level - Test Management v3.0 Certification

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).

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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.

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:

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.)

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

The syllabus explains thecost of quality (CoQ)perspective for testing and distinguishes betweenpre-release costs(e.g., detection/appraisal andinternal failurecosts) andpost-release costs(external failurecosts). When a defect is foundduring testing, you incur detection and internal failure costs; if it escapes to production, you incur the (typically much higher) external failure cost. Thesaving per defect found in testingis calculated as:

External failure ? (Detection + Internal failure)=€4,500 ? (€350 + €250) = €4,500 ? €600 = €3,900.

This aligns with the syllabus guidance to quantify testing’s economic value by comparing avoided external failure costs with the costs of detecting and fixing defects before release (CoQ view).

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

In theTesting Process(Test Completion and improvement), the syllabus directs the test manager to useproduction and operational feedback(includingdefects found in live operation) as key inputs tolessons learnedandtest process improvement. A retrospective held after two months in production wouldspecifically examine operational defect datato evaluate test effectiveness, coverage, and the adequacy of acceptance criteria and non-functional aspects (e.g., usability, localization).

OptionB(final/open defect list) is part oftest completiondeliverables at project close, not the primary new focus of apost-deployment retrospective.

OptionC(requirements engineering process) may be discussed, but themost directly relevant and new evidencefor improvement after release isoperational defects.

OptionD(planned vs. executed tests) is amonitoring/controlactivity during the project; it can inform improvement, butlive defect trendsare the principal post-release focus.Relevant syllabus areas:Testing Process—Test Completion(lessons learned; inputs from production and operations to improve future test planning and approach).

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:

According to theISTQB Certified Tester Advanced Level – Test Manager v3.0 Syllabus (Chapter 7: People Skills – Team Composition), team performance can be significantly improved by ensuring that testers possess an appropriate mix ofdomain knowledge,technical skills, andinterpersonal skills.

“An effective test team requires a balance between technical knowledge, testing skills, and knowledge of the business domain.”

(ISTQB CTAL-TM v3.0 Syllabus, Chapter 7 – People Skills, Section: Test Team Dynamics and Skill Development)

When a team lacks understanding of thebusiness domain, such as payroll in this scenario, they may:

Struggle to interpret requirements or identify key risk areas.

Miss critical business logic defects.

Design test cases that fail to cover realistic user workflows.

Therefore, the most effective improvement would betraining in the payroll domain— strengthening theirdomain expertiseto enhance test design quality, communication with stakeholders, and defect detection effectiveness.

Why the Other Options Are Incorrect:

B. Workshop on test design techniques– Enhances technical testing skill but does not address lack of domain understanding.

C. Specific training on the systems being tested– Improves system familiarity but still lacks insight into business rules and domain-driven testing.

D. Training on reviewing requirements– Improves requirement analysis, but without domain knowledge, reviewers cannot effectively validate correctness or completeness.

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

Chapter 7:People Skills – Team Composition

Section:Test Team Dynamics and Skill Development

States thatdomain knowledge trainingis critical for tester effectiveness.

Emphasizes the need for balance amongtechnical, testing, and business knowledge.

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

The syllabus emphasizesSMART exit criteriatailored to the test level:

Forcomponent testing, structural coverage metrics (e.g.,decision coverage) are appropriate and measurable at code level, makingiii (80% decision coverage)suitable and SMART.

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

In the AL Test Manager syllabus, defining the project test strategy/approach focuses onwhatto test andhowto test at a high level, which explicitly includes decisions such asthe selection of test levels,the selection of test types, andthe selection of test design techniquesas part of the approach definition and planning. Tool decisions are addressed undertest tools and automation planningand are not listed among the core strategy-defining decisions.