Score Higher on Verified TM3 | ISTQB Certified Tester Advanced Level - Test Management v3.0 Exam Questions with Answers

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

In the ISTQB CTAL-TM v3.0 syllabus (Chapter:Testing Process, section onTest Completion), the Test Completion activity includes producing thetest summary report, capturinglessons learned, and finalizing/archiving testware. Thetest summary report and lessons learned are specifically identified as key inputs to test process improvement, enabling organizations to refine their approach, improve efficiency, and address gaps revealed during the test effort. This makesTest Completionthe activity that delivers the document(s) most directly used for ongoingtest process improvement.

(Reference: CTAL-TM v3.0 Syllabus — Chapter “Testing Process”, subsection “Test Completion”: responsibilities include creating the test summary report, collecting lessons learned, and providing input to process improvement.)

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

Afalse-positivedefect is one where the reported behavior isnot actually a defect(e.g., intended behavior, misuse, environment/setup issue). In defect management, the appropriate disposition for “not a defect” is torejectthe report rather than accept, resolve, or defer it.

Rejected: used when the item is not a defect (e.g., “as designed,” duplicate, or cannot be reproduced).

Accepted/Resolved: used when confirmed and fixed.

Deferred: used when confirmed, but the fix is postponed to a later release.This aligns with the syllabus content ondefect lifecycle states and dispositionswithin defect management governance and reporting (CTAL-TM v3.0, Chapter 5: Test Monitoring, Test Control, and Test Reporting — defect management process, defect states, and reporting).

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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.)

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