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Comprehensive and Detailed Explanation From Exact Extract:

From theCTFL-AT Syllabus v4.0, Section 2.1User Stories and Acceptance Criteria, it states:

"Acceptance criteria are defined collaboratively and refined during the conversation to ensure mutual understanding. They may be added or updated as new insights emerge."

This supportsOption D, which reflects how acceptance criteria evolveduring conversations— a key component of the"Card, Conversation, Confirmation"model.

Option Ais incorrect — the user story istestable, especially with the acceptance criterion.

Option Bis false — the story provides clear user value (printed hard copy for daily records).

Option Cis misleading — the Given-When-Then formatsupportsdiscussions; it doesn’t replace them.

Comprehensive and Detailed Explanation From Exact Extract:

FromCTFL-AT Syllabus v4.0, Section 4.3Test Automation and Continuous Integration, it states:

"Short iterations and continuous integration require well-designed automated test suites, and teams should adopt good practices for test design and implementation from the start."

OptionBis correct because it highlights theneed for proactive test design practicesto handle frequent changes — a key Agile challenge.

Option Amixes concepts:version controlrelates to code, not directly to regression management.

Option Cis incorrect — regressionrisk increaseswhen code is modified.

Option Dis misleading — tests may becomeobsoleteor needrefactoring, sono test is permanently untouchable.

Exploratory testing is a testing approach that emphasizes learning, creativity, and adaptability. It involves simultaneous test design and test execution, where the tester uses heuristics, intuition, and experience to explore the system under test and discover new information12. Exploratory testing can be performed in an Agile project to complement other testing activities, such as test-driven development, behavior-driven development, and acceptance test-driven development12.

The correct approach to adopt for exploratory testing in an Agile project is D, as it follows the best practices for exploratory testing1234:

Ask experienced testers to prepare test charters for time boxed sessions lasting no more than 2 hours: A test charter is a brief document that describes the scope, objective, and strategy of an exploratory testing session. A test charter helps to guide the tester’s exploration and to document the results. A time box is a fixed period of time allocated for an exploratory testing session. A time box helps to focus the tester’s attention and to limit the scope of exploration. A time box should not be too long, as it may reduce the tester’s concentration and creativity. A recommended duration for a time box is between 45 minutes and 2 hours.

Tests should be designed and executed within each session using heuristics, creativity and intuition: Exploratory testing is an iterative and interactive process, where the tester designs and executes tests based on the observations and feedback from the system under test. The tester uses heuristics, which are rules of thumb or shortcuts that help to simplify the testing problem and to generate test ideas. The tester also uses creativity and intuition, which are mental abilities that help to generate novel and useful solutions and to make judgments based on incomplete or uncertain information.

The incorrect approaches to adopt for exploratory testing in an Agile project are A, B, and C, as they violate the principles and practices of exploratory testing1234:

A: Allocate independent testers to design exploratory tests using test charters in time boxed sessions. Plan to run all sessions in parallel with each session lasting more than 5 hours: This approach is incorrect because it does not involve simultaneous test design and test execution, which is the essence of exploratory testing. It also uses too long time boxes, which may reduce the tester’s concentration and creativity. It also does not leverage the collaboration and communication within the Agile team, as it isolates the testers from the developers and other stakeholders.

B: Ask experienced testers to try and find new defects by using the system without the constraint of documentation and tools: This approach is incorrect because it does not use test charters, which are essential for guiding and documenting the exploratory testing sessions. It also does not use heuristics, creativity, and intuition, which are important for generating test ideas and making decisions. It also implies that exploratory testing is an unstructured and random activity, which is a common misconception. Exploratory testing is a disciplined and systematic approach that requires planning, analysis, and evaluation.

C: Use testers who have not been involved in the sprint to write new test cases from the user stories. These test cases are then executed in a time boxed session for the sprint: This approach is incorrect because it does not involve simultaneous test design and test execution, which is the essence of exploratory testing. It also uses testers who have not been involved in the sprint, which may reduce their understanding of the system under test and the customer needs. It also does not use test charters, which are essential for guiding and documenting the exploratory testing sessions. It also does not use heuristics, creativity, and intuition, which are important for generating test ideas and making decisions.

Comprehensive and Detailed Explanation From Exact Extract:

FromCTFL-AT Syllabus v4.0, Section 5.1 and 5.3:

"Testers, like all team members, participate in retrospectives and are encouraged to suggest improvements to team processes and product quality."

SoOption Ais correct. Testersactively engagein retrospectives andsuggest improvementsbased on their testing experience.

Option BandCrefer toScrum Master responsibilities.

Option Dis the responsibility of theProduct Owner.

 Business-oriented work products are those that describe what is needed (e.g., requirements specifications) and how to use it (e.g., user documentation). A user manual is an example of a business-oriented work product, as it provides instructions and guidance on how to use the product from the user’s perspective. A user manual may also contain information about the product’s features, benefits, and limitations. A user manual is typically written by technical writers, who may collaborate with developers, testers, and business analysts to ensure the accuracy and clarity of the content. A user manual may be delivered in various formats, such as printed, online, or interactive. References: ISTQB® Foundation Level Agile Tester Syllabus1, Section 1.2.1, page 10; ASTQB Agile Tester Certification Resources2, Section 1.2.1, page 10.

Comprehensive and Detailed Explanation From Exact Extract:

From theCTFL-AT Syllabus v4.0, Section 4.2Continuous Integration, it describes:

"A major benefit of continuous integration is the ability to detect integration problems, code defects, and broken builds early, allowing for faster resolution."

And:

"Continuous integration allows frequent builds and tests to be performed, helping to identify and isolate problems soon after they are introduced."

This directly confirms thatOption Ais the correct answer, highlighting thecore value of continuous integration:early detection and isolationof issues.

Option Bis incorrect — retrospectives remain essential in Agile regardless of CI.

Option Cis an Agile principle, but not adirect benefittied specifically to CI.

Option Doverstates the impact of CI — while CI may help communication, it does not eliminate communication problems by itself.

The test charter for the exploratory testing session is focused on buying a bus ticket, not a parking ticket. Therefore, any defect related to the payment for parking ticket is out of scope for the given test charter. The other defects are related to the functionality, usability, or reliability of buying a bus ticket, which are in scope for the test charter. References: ISTQB Certified Tester Foundation Level Agile Tester Extension Syllabus, Version 2014, Section 2.3.2 Exploratory Testing1, Section 2.3.2.1 Test Charter2; ISTQB Glossary of Testing Terms, Version 3.2, 2017, Definition of Test Charter3

1: ISTQB Certified Tester Foundation Level Agile Tester Extension Syllabus, Version 2014, Section 2.3.2 Exploratory Testing 2: ISTQB Certified Tester Foundation Level Agile Tester Extension Syllabus, Version 2014, Section 2.3.2.1 Test Charter 3: [ISTQB Glossary of Testing Terms, Version 3.2, 2017, Definition of Test Charter]

Comprehensive and Detailed Explanation From Exact Extract:

FromCTFL-AT Syllabus v4.0, Section 3.4The Testing Quadrants, it states:

"The Agile testing quadrants are used to ensure that the team considers all important test types and levels during an Agile project. The quadrants categorize tests by their purpose (support development, critique the product) and by the type of feedback (business-facing vs technology-facing)."

Thus,Option Ccorrectly reflects theuse and purposeof the quadrants as aguidance tool, not a fixed sequence or hierarchy.

Option AandBare incorrect — the quadrants arenot mapped to strict levels or chronological order.

Option Dis false —risk is not the basis for quadrant numbering.

The tester within an Agile team is not responsible for ensuring all project status meetings are held according to the plan. This is typically a task for the Scrum Master, who facilitates the meetings and ensures that the team follows the Agile principles and practices. The tester within an Agile team is responsible for ensuring the appropriate testing tasks are scheduled during iteration planning, suggesting improvements in team retrospectives, and working with business stakeholders to clarifyrequirements. These are all tasks that contribute to the quality of the software and the testing process, as well as the collaboration and communication within the team and with the customers. References: ISTQB Foundation Level Agile Tester Syllabus, Section 2.3.1, page 171; ISTQB Foundation Level Agile Tester Sample Exam Questions, Question 2.3.1-1, page 82

Comprehensive and Detailed Explanation From Exact Extract:

FromCTFL-AT Syllabus v4.0, Section 2.5Testers and Independence, it states:

"Testers may be assigned to Agile teams on a permanent or rotating basis. While full independence is compromised, this setup allows for better collaboration and understanding of the product, while still maintaining some degree of independence."

Thus,Option Bis the most accurate —long-term embedded testerssupport Agile collaboration while preservingpartial independence.

Option Aleads tolate involvement, which contradicts Agile principles.

Option Csacrifices independence entirely.

Option Dis traditional and contrary to Agile values of collaboration.

Cross-functional teamwork is an important organizational and behavioral best practice for a tester in the SCRUM team that should have also been practiced when using the sequential model. Cross-functional teamwork means that all team members, regardless of their functional roles, collaborate and share their skills and knowledge to achieve a common goal. In the context of testing, this means that testing is not seen as a separate activity or phase, but as an integral part of the development process. All team members contribute to testing in various ways, such as:

Involving people with the test strategy, test planning and execution as well as test reporting. This can help ensure that the testing activities are aligned with the business objectives, the user needs, and the technical requirements. It can also help improve the test coverage, the test quality, and the test efficiency.

Sharing the responsibility for testing among the team members. This can help reduce the workload and the dependency on a single tester or a testing team. It can also help increase the feedback and the communication among the team members, and foster a culture of quality and learning.

Leveraging the diverse skills and perspectives of the team members. This can help enhance the test design and the test execution by applying different techniques, tools, and approaches. It can also help identify and address the risks, the issues, and the opportunities for improvement from various angles. References: ISTQB® Foundation Level Agile Tester Syllabus1, Section 1.2.1, page 9; ISTQB® Glossary of Testing Terms2, version 4.0, page 16.

Comprehensive and Detailed Explanation From Exact Extract:

From theISTQB CTFL-AT Syllabus v4.0, Section 1.1Agile Software Development and the Agile Manifesto, the Agile approach is described as:

"Agile software development uses iterative and incremental development, where requirements and solutions evolve through collaboration between self-organizing and cross-functional teams."

Option C reflects this exact concept, highlighting both theiterative-incremental lifecycleand thecollaborative natureof Agile teams.

Option A refers specifically topair programming, a practice used inExtreme Programming (XP), but it’s not a definition of Agile as a whole.

Option B mistakenly describes asequential (Waterfall-like)iteration structure where testing is delayed.

Option D describes ahybrid or phased approach, not consistent with core Agile principles.

A tester on an Agile project typically performs the following tasks12:

Implementing test strategy: A tester helps to define and implement the test strategy for the Agile project, which includes the test approach, test levels, test types, test techniques, test tools, test environment, test data, test metrics, and test documentation.

Measuring and reporting test coverage: A tester measures and reports the test coverage of the product features and quality attributes, such as functionality, usability, performance, security, etc. Test coverage can be expressed in terms of test cases, test scenarios, test sessions, test conditions, test data, code, etc.

Coaching development team in relevant aspects of testing: A tester coaches the development team in relevant aspects of testing, such as test design, test execution, test automation, test-driven development, behavior-driven development, exploratory testing, etc. A tester also helps the development team to improve their testing skills and practices.

The following tasks are not typically performed by a tester on an Agile project:

Documenting business requirements: Business requirements are usually documented by the product owner or the business analyst, not by the tester. The tester may review and provide feedback on the business requirements, but the tester is not responsible for documenting them.

Executing test-driven development tests: Test-driven development tests are usually executed by the developers, not by the tester. The tester may assist the developers in creating and reviewing the test-driven development tests, but the tester is not responsible for executing them.

Therefore, the correct answer is C, as it contains the tasks that are typically performed by a tester on an Agile project. References: ISTQB Foundation Level Agile Tester Extension Syllabus1, pages 14-15, 18-19, 22-23; ISTQB Agile Tester Sample Exam2, question 17.

Acceptance test criteria are the conditions that a user story must satisfy to be accepted by the customer or the stakeholder. They are usually derived from the user story and its acceptance scenarios, and they should cover the functional and non-functional requirements of the user story. Acceptance test criteria should be clear, concise, testable, and agreed upon by the team and the customer or the stakeholder.

In this case, the user story describes the business rule for approving a loan request based on the customer’s income, repayment history, and loan amount. The user story also specifies the roles of the customer assistant and the bank manager in the process. Therefore, the acceptance test criteria should verify that the user story is implemented correctly and that the system behaves as expected for different scenarios and inputs.

The following test cases can be treated as acceptance test criteria for the above user story:

As a customer assistant I can log in to the system and check the history of the customer account for the last year. This test case verifies that the customer assistant can access the system and view the customer’s income information, which is one of the factors for approving the loan request.

As a customer assistant I can log in to the system and check the history of the customer debts and repayments. This test case verifies that the customer assistant can access the system and view the customer’s repayment history, which is another factor for approving the loan request.

As a bank manager I can log in to the system and receive the information of all requests waiting for approval. This test case verifies that the bank manager can access the system and see the list of loan requests that have been prepared by the customer assistant, and that the system provides the necessary information for each request.

As a bank manager I can log in to the system and decide whether to approve a loan for a customer. This test case verifies that the bank manager can access the system and perform the approval action for a loan request, and that the system applies the business rule correctly and updates the status of the request accordingly.

The following test cases cannot be treated as acceptance test criteria for the above user story:

As a customer assistant I can log in to the system and change my password. This test case is not related to the user story, as it does not verify any of the functional or non-functional requirements of the user story. It is a generic test case that applies to any user of the system, not specific to the customer assistant role or the loan approval process.

As a bank manager I can log in to the system within 10 seconds. This test case is not related to the user story, as it does not verify any of the functional or non-functional requirements of the user story. It is a performance test case that applies to any user of the system, not specific to the bank manager role or the loan approval process.

Comprehensive and Detailed Explanation From Exact Extract:

From theCTFL-AT Syllabus v4.0, Section 2.2Release and Iteration Planning, testers actively contribute during release planning:

"During release planning, testers collaborate with the team to understand the scope of the release and help identify any high-level test considerations. They also participate in quality risk analysis and help in estimating test effort."

Furthermore, it is noted:

"Testers are involved in defining and refining user stories and acceptance criteria, and contribute to quality risk assessments."

Therefore,Option Cis accurate as it reflects the tester's involvement inprioritizing user storiesand conductingquality risk analysisduring release planning.

Option Ais incorrect because defining and redefining the product backlog is primarily the role of theProduct Owner, and the test approach isiteration-specific, not fixed for the full release.

Option Bis inaccurate — breaking down stories into tasks is generally part ofiteration (Sprint) planning, not release planning.

Option Dis incorrect —release plans can changein Agile to accommodate changing business needs.

Comprehensive and Detailed Explanation From Exact Extract:

FromCTFL-AT Syllabus v4.0, Section 4.3Test Automation and Continuous Integration, it states:

"Automated tests help detect regression defects quickly and can be run frequently during development, thus reducing regression risk."

So,Option Dis correct —test automation supports regression testingwithin iterations, making it an essential Agile practice.

Option Ais false —automated unit tests are designed to be fastand are ideally run with every check-in.

Option Bis incorrect — more code changesincrease, not reduce, regression risk.

Option Cis incorrect —technical debt can still existwith automation if the automation is poorly designed or not maintained.

Continuous integration is a practice of integrating code changes frequently and automatically into a shared repository, and running automated tests to verify the integration. Continuous integration can introduce some risks to the testing process, such as:

Testers sometimes have too many builds to test, which reduces the quality of testing. This can happen when the code changes are too frequent or too large, and the testers do not have enough time or resources to test each build thoroughly. This can lead to missed defects, incomplete test coverage, and reduced confidence in the product quality.

Testers sometimes have to deal with unstable or broken builds, which affects the testability of the product. This can happen when the code changes introduce errors or conflicts that cause the build to fail or malfunction. This can waste the testers’ time and effort, and delay the feedback cycle.

Testers sometimes have to cope with changing requirements and priorities, which affects the test planning and execution. This can happen when the stakeholders or customers provide new or modified requirements or feedback during the development cycle. This can require the testers to adapt their test strategy, test cases, and test data accordingly, and to balance the testing of new features and regression testing of existing features. References: ISTQB® Foundation Level Agile Tester Syllabus1, Section 2.2.3, page 14; ISTQB® Glossary of Testing Terms2, version 4.0, page 15.

Risk-based testing fits well in Agile development processes, as risks are easy to identify when the work is divided into user stories. User stories are short descriptions of features or functionalities that are valuable to the customers or users. They help to define the scope and priority of the work in each iteration. By breaking down the work into user stories, the Agile team can identify the potential risks associated with each story, such as technical complexity, business criticality, or user feedback. The team can then prioritize the testing effort based on the risk level of each story, ensuring that the most important and risky features are tested first and thoroughly. Risk-based testing also helps to optimize the testing time and resources, as the team can focus on testing the most relevant aspects of the software, rather than testing everything equally. References: ISTQB Foundation Level Agile Tester Syllabus, Section 2.3.2, page 181; ISTQB Foundation Level Agile Tester Sample Exam Questions, Question 2.3.2-1, page 92

Comprehensive and Detailed Explanation From Exact Extract:

From theCTFL-AT Syllabus v4.0, Section 5.1, it states:

"The team uses the retrospective to review how they worked during the iteration, including planning accuracy and team collaboration, and to identify actionable improvements."

Thus,Option Dis correct — retrospectives help reflect on iterationplanning accuracy, team dynamics, andefficiencyto improve future iterations.

Option Ais incorrect — retrospectives aim to focus on what the teamcan improve, not just on external hindrances.

Option Bis false — Agile retrospectivesrequire follow-up, often in the form ofaction itemstracked in the next iteration.

Option Cis incorrect —Product Ownerand possibly others may contribute, depending on team context.

According to the ISTQB Tester Foundation Level Agile Tester syllabus, a retrospective is a meeting held at the end of each iteration or release, where the agile team reflects on what went well and what can be improved in their processes, practices, and interactions. The purpose of a retrospective is to identify and implement actions for continuous improvement, and to foster a culture of learning and collaboration. Therefore, the items that would be the most effective to generate discussions on process improvement are those that are related to the team’s performance, challenges, feedback, and suggestions. Option D is the least effective item to generate discussions on process improvement, as it is a personal attack on one of the team members, and it does not offer any constructive feedback or solution. This kind of item can create a negative and hostile atmosphere in the retrospective, and damage the trust and respect among the team members. Option A is an effective item to generate discussions on process improvement, as it identifies a problem with the build process that affects the team’s efficiency and quality, and it can lead to finding ways to optimize the build process or to mitigate the delays. Option B is also an effective item to generate discussions on process improvement, as it reveals a discrepancy between the team’s estimation and actual effort, and it can lead to analyzing the root causes of the deviation and to improving the estimation techniques or the team’s capacity. Option C is also an effective item to generate discussions on process improvement, as it highlights a weakness in the automation tests that hinders the team’s ability to debug and fix the failures, and it can lead to enhancing the automation tests with better logging mechanisms or to reviewing the automation strategy. References: ISTQB Tester Foundation Level Agile Tester syllabus, section 2.1.1, page 14; ISTQB Tester Foundation Level Agile Tester syllabus, section 2.1.2, page 15; ISTQB Tester Foundation Level Agile Tester syllabus, section 2.2.1, page 16; ISTQB Tester Foundation Level Agile Tester syllabus, section 2.2.2, page 17.

Comprehensive and Detailed Explanation From Exact Extract:

FromCTFL-AT Syllabus v4.0, Section 3.2Test-Driven Development, and 1.3The Whole-Team Approach, testers:

"Collaborate in test-related activities including test case creation, exploratory testing, and user story clarification."

"Unit tests are typically the responsibility of developers, especially in TDD practices."

Therefore,Option Aisleast likely, asunit test tracking in TDDis primarily adeveloper responsibility, not a tester's routine task.

Options B, C, and D all describekey Agile tester activities, such asmaintaining regression tests,collaborating with developers, andparticipating in specification workshops (BDD/ATDD practices).

Comprehensive and Detailed Explanation From Exact Extract:

From theCTFL-AT Syllabus v4.0, Section 1.3The Whole-Team Approach, it states:

"The whole-team approach involves all team members (including developers, testers, and business representatives) working together as a team, sharing responsibility for the quality of the product."

It also says:

"In Agile projects, the whole-team approach promotes collaboration and communication across roles to achieve common goals, including quality assurance."

Thus,Option Bis correct, as it captures thecollaborative nature and shared responsibilitythat the whole-team approach aims to foster.

Option Arefers toPlanning Poker or relative estimation, not directly the whole-team concept.

Option Cdescribes the"Three Cs" (Card, Conversation, Confirmation)model of user stories, not the whole-team approach specifically.

Option Dmisinterprets Agile; while team members are encouraged to becross-functional, deep expertise is still valued, and "generalist only" is not a requirement of the whole-team approach.

Comprehensive and Detailed Explanation From Exact Extract:

FromCTFL-AT Syllabus v4.0, Section 3.1Testing Techniques and Agile, it states:

"Decision table testing is useful when the outcome depends on combinations of inputs or rules."

In this case,different reimbursement percentagesare determined based ontypes of visits and subtypes, makingOption A (Decision Table Testing)the ideal technique.

Option Bfocuses onsingle input ranges, less suitable here.

Option Csuits end-to-end scenarios but not logic-driven calculations.

Option Dapplies tostate-based systems, which this is not.

Comprehensive and Detailed Explanation From Exact Extract:

FromCTFL-AT Syllabus v4.0, Section 2.1:

"Acceptance criteria should be testable, meaning they should define expected behavior or measurable outcomes that can be verified."

Option Ais testable because it includesspecific, measurable conditions: response time, user load, and percentage of pages.

Option Bis vague aboutwhich vulnerabilitiesandhow errors are defined.

Option Cusessubjective language("clear and intuitive").

Option Dis vague about what "reasonable accuracy" means.