ATM Advanced Test Manager dumps with Exam Braindumps

Advanced Test Manager Exam Dumps

ATM Exam Format | Course Contents | Course Outline | Exam Syllabus | Exam Objectives

The Advanced Level is comprised of three separate syllabi:

Test Manager

Test Analyst

Technical Test Analyst

The Advanced Level Overview document [ISTQB_AL_OVIEW] includes the following information:

Business Outcomes for each syllabus

Summary for each syllabus

Relationships between the syllabi

Description of cognitive levels (K-levels)

Appendices

Testing Process – 420 mins.

Keywords

exit criteria, test case, test closure, test condition, test control, test design, test execution, test
implementation, test log, test planning, test procedure, test script, test summary report

Learning Objectives for Testing Process

1.2 Test Planning, Monitoring and Control

TM-1.2.1 (K4) Analyze the test needs for a system in order to plan test activities and work products
that will achieve the test objectives

1.3 Test Analysis

TM-1.3.1 (K3) Use traceability to check completeness and consistency of defined test conditions
with respect to the test objectives, test strategy, and test plan

TM-1.3.2 (K2) Explain the factors that might affect the level of detail at which test conditions may be
specified and the advantages and disadvantages for specifying test conditions at a
detailed level

1.4 Test Design

TM-1.4.1 (K3) Use traceability to check completeness and consistency of designed test cases with
respect to the defined test conditions

1.5 Test Implementation

TM-1.5.1 (K3) Use risks, prioritization, test environment and data dependencies, and constraints to
develop a test execution schedule which is complete and consistent with respect to the
test objectives, test strategy, and test plan

1.6 Test Execution

TM-1.6.1 (K3) Use traceability to monitor test progress for completeness and consistency with the
test objectives, test strategy, and test plan

1.7 Evaluating Exit Criteria and Reporting
TM-1.7.1 (K2) Explain the importance of accurate and timely information collection during the test
process to support accurate reporting and evaluation against exit criteria

1.8 Test Closure Activities

TM-1.8.1 (K2) Summarize the four groups of test closure activities

TM-1.8.2 (K3) Implement a project retrospective to evaluate processes and discover areas to
improve

The ISTQB® Foundation Level syllabus describes a fundamental test process which includes the
following activities:

Planning and control

Analysis and design

Implementation and execution

Evaluating exit criteria and reporting

Test closure activities

The Foundation Level syllabus states that although logically sequential, the activities in the process
may overlap or take place concurrently. Tailoring these main activities within the context of the system
and the project is usually required.

For the Advanced Level syllabi some of these activities are considered separately in order to provide
additional refinement and optimization of the processes, better fit with the software development
lifecycle, and to facilitate effective test monitoring and control. The activities are now considered as
follows:

Planning, monitoring and control

Analysis

Design

Implementation

Execution

Evaluating exit criteria and reporting

Test closure activities

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Advanced Test Manager
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QUESTION: 58
Consider the following skills assessment spreadsheet for your test team (consisting of
four team members): This spreadsheet has three sections: technical expertise, testing
skills and professionalism.
The skill levels for each skill area for both the �technical expertise� and �testing skills�
sections have been rated on a four-point scale:
- E (Expert): indicates that a person has expert knowledge and experience in the skill
area
- B (Beginner): indicates that a person has some knowledge and experience in the skill
area but he/she is not autonomous
- W (Wants to learn): indicates that a person has no knowledge or experience in the skill
area but he/she wants to learn that skill
- NI (Not Interested): indicates that a person has no knowledge or experience in the skill
area and he/she is not interested to learn that skill
The skill levels for each skill area of the �professionalism� section have been rated on a
three point scale (H=High, M=Medium, L=Low).
Consider the following analysis of testing skills performed on four peoplE. Alex,
Robert, John and Mark (all the skills have been rated on an ascending scalE. The higher
the score, the better the skill):
Which of these people, based on this analysis, would you expect to be most suitable to
work specifically as test designer? K4 3 credits
A. Alex
B. Roberta
C. John
D. Mark
Answer: B
QUESTION: 59
Consider the following skills assessment spreadsheet for your test team (consisting of
four team members): This spreadsheet has three sections: technical expertise, testing
skills and professionalism. The skill levels for each skill area for both the �technical
expertise� and �testing skills� sections have been rated on a four-point scale:
- E (Expert): indicates that a person has expert knowledge and experience in the skill
area
- B (Beginner): indicates that a person has some knowledge and experience in the skill
area but he/she is not autonomous
- W (Wants to learn): indicates that a person has no knowledge or experience in the skill
area but he/she wants to learn that skill
- NI (Not Interested): indicates that a person has no knowledge or experience in the skill
area and he/she is not interested to learn that skill
The skill levels for each skill area of the �professionalism� section have been rated on a
three point scale (H=High, M=Medium, L=Low).
You are using this skills assessment spreadsheet in order to define a training
development plan for your test team.
Your objective is to fill the skill gaps by having at least a team member rated as an
expert
for each skill identified for the �technical expertise� and �testing skills� sections, and
with the ability to train the other team members.
Considering the budget constraints you can send only one person to a training course.
Based only on the given information, which of the following answers would you expect
to be the best option to achieve your objective?
K4 3 credits
A. Send Robert to a performance testing training course
B. Send Alex to a performance testing training course
C. Send John to a performance testing training course
D. Send Mark to a test automation training course
Answer: B
QUESTION: 60
Assume you are managing the system testing execution phase of a project. The system
test execution period for that project is scheduled for eighteen weeks and the release date
is scheduled at the end of system testing. During the sixth week of system test execution,
at the staff meeting, the project manager informs you that the project deadlines are
changed and the release date that is only three weeks ahead.
This new release will not allow the completion of the system tests. Suppose also that you
have followed a risk-driven test approach for this project.
Which of the following statements represents the worst way to lead your test team in the
next three weeks? K2 1 credit
A. Neglect your management activities and work side-by-side with your test team
executing tests
B. Considering the executed tests, you should reduce the test coverage back on the risk
analysis and adjust downward the priority of the associated risk items
C. Convince all the people of your test team that each of them is an important and
needed member, and that their contribution is fundamental to the success of the team
D. Favor and encourage a proactive attitude where people ask for new tasks as soon as
they finish their current tasks
Answer: A
QUESTION: 61
Which of the following would you expect to be most likely an example of a motivating
factor for testers? K2 1 credit
A. The resources allocated for the testing activities are not sufficient and don�t allow the
testers to contribute to the quality of the product
B. The testers contribution to the quality of the software products developed from an
organization is recognized with increased responsibilities
C. The same regressions tests are executed manually by the same testers, for every
product release, without any progression in content
D. The testers are asked to perform, in parallel with their testing tasks, other tasks
unrelated to their testing responsibilities
Answer: B
QUESTION: 62
An agile development team decides to hire a tester who has always workeD.
- in independent test teams, reporting the problems found in a defect tracking system
- in safety-critical projects, with a stronger focus on the quality of the product than on
time and budget. This agile team is focused on short-term goals to get the product
released on time and within budget. Which of the following answers would you expect
to be most likely true in this scenario? K2 1 credit
A. Agile teams like the presence of a tester in their teams and the tester will be able to
adapt to the new context without any issue
B. The developers will immediately follow the guidelines described by the tester
C. The tester can continue to report the problems found in a defect tracking system and
be more focused on the quality than on time and budget constraints
D. The tester�s mission could be to verify adherence to requirements, instead of
reporting formally the problems in a defect tracking system
Answer: D
QUESTION: 63
Which of the following would you expect to be most likely an example of a
demotivating factor for testers? K2 1 credit
A. The management asks the testers to be kept informed about the intensity, quality and
results of testing
B. The testers� recommendations to improve the system or its testability are adopted by
the development team
C. The same regressions tests are manually executed by the same testers, for every
product release, without regression test tools
D. The testers are assessed on whether and how often they detect important and critical
failures
E. Test quality is measured by counting the number of customer/user reported problems.
Answer: C, E
QUESTION: 64
Your test team consists of four members (Mary, Bob, Mark, Dave) with different
interpersonal skills. The following skills assessment spreadsheet shows the
characteristics of the team members with respect to a list of interpersonal-skills (for each
characteristic only the member with the highest level of that characteristic is indicated
and marked with �X�):
On the next project a member of your test team will have to perform some routine tasks
requiring collaboration with other teams. Who in your test team would you expect to be
most suitable at doing these tasks? K4 3 credits
A. Mary
B. Bob
C. Mark
D. Dave
Answer: A
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