Free BCS TM3 Practice Exam with Questions & Answers | Set: 2

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.

===========

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:

In areactive(change-driven) test strategy—appropriate when requirements are evolving and flexibility is essential—the syllabus highlightsexploratory testinganddefect/experience-based techniques (defect-based attacks)as key elements because they adapt rapidly to change and emerging information.

A(product risk analysis) is central torisk-based/analyticalstrategies.

B(standard-compliant framework) aligns withstandard/process-compliantstrategies.

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.)

===========

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

The syllabus distinguishestest monitoring(collecting/assessing status information, e.g., progress vs plan, exit criteria status) fromtest control(takingcorrective actionsbased on monitoring).Control actionsincludere-prioritising tests,adjusting schedules, andadding resourcesto address variances and risks.Checking the fulfilment of exit criteriaismonitoringactivity (status assessment), not a control action.

(Reference: CTAL-TM v3.0 —Test Planning, Monitoring, and Control: differences between monitoring (status, metrics, exit criteria checks) and control (reprioritisation, rescheduling, resource adjustments, scope changes).)