Pass the iSQI TMMi certification TMMi-P_Syll2020 Questions and answers with CertsForce

The specific practice"Define product risk categories and parameters"is part of theTest Policy and Strategyprocess area in TMMi. This practice involves identifying and categorizing the product risks to guide testing efforts and establish a clear understanding of potential product issues. Product risk categories help in determining the focus areas for testing, ensuring that testing is prioritized based on business and technical risks.

TMMi References:

The practice of defining product risk categories is directly linked to theTest Policy and Strategyprocess area at TMMiLevel 2, where risk-based testing approaches are established​​.

At TMMi Level 5, the process areasDefect Prevention,Quality Control, andTest Process Optimizationwork together to support continuous process improvement. Specifically:

Defect Preventionfocuses on identifying and analysing common causes of defects and proposing corrective actions to prevent them from recurring. This includes submitting test improvement proposals, which helpTest Process Optimizationfine-tune the testing process through these insights​​.

WhileQuality ControlsupportsDefect Preventionthrough statistical methods and analysis, the correct relationship betweenDefect PreventionandTest Process Optimizationinvolves submitting test improvement proposals to optimise the process.

Thedebugging-oriented phaseof the evolutionary testing model aligns closely with TMMi Level 1 (Initial). At TMMi Level 1, testing is often chaotic and is not formally separated from debugging. The primary focus is on finding and fixing bugs, which reflects the characteristics of the debugging-oriented phase described in the Gelperin and Hetzel evolutionary testing model. Testing at this level lacks structure and is mainly an ad hoc activity aimed at removing defects from the software.

Peer ReviewsisNOTaTMMi Level 2process area. Peer Reviews is a process area atTMMi Level 3. At Level 3, organizations formalize their testing processes, including peer reviews, which involve static testing activities like inspections and walkthroughs to identify defects early.

Test Policy and Strategy,Test Monitoring and Control, andTest Environmentare all process areas atTMMi Level 2.

TMMi References:

Peer Reviews are introduced atTMMi Level 3, whereasTest Policy and Strategy,Test Monitoring and Control, andTest Environmentare process areas at Level 2​​.

Thecommunication skills of testersis least likely to be improved using the TMMi model. While TMMi focuses on improving structured test processes, including static testing (such as reviews), unit testing, integration testing, and the management of test environments, it does not explicitly address the soft skills, such as communication, that testers may need toeffectively interact with stakeholders. These skills are typically developed through other training or team-building initiatives, not through process improvements outlined by TMMi.

In an Agile context, some practices from TMMi levels 4 and 5 might be considered less relevant or adjusted to fit the Agile methodology. Specifically, at TMMi level 5, testing with statistical methods may indeed be less relevant. In Agile projects, operational profiles or usage models, which are essential to perform statistically valid testing, are often not utilised. Agile methodologies focus more on incremental development and continuous feedback loops, which do not typically rely on statistical sampling methods. Therefore, the statement that "Agile projects normally do not use operational profiles or usage models of a product on which to base statistically valid inferences to help create a representative sample of tests, thus the TMMi level 5 specific goal 'Testing is performed using Statistical Methods' is considered not relevant in an Agile context" is true​.

One of the key differences between informal and formal assessments is that informal assessments are not as rigorous. Informal assessments are more flexible, quicker, and less costly; however, they do not provide the same level of detail or accuracy as formal assessments. The statement that "informal assessments provide a result just as accurate as with a formal assessment" is therefore false. Formal assessments involve multiple types of evidence and a more thorough evaluation, while informal assessments typically rely on fewer types of evidence (often only interviews)​​.

ISO/IEC 15504, which is known for its process assessment model, was not one of the sources used during the development of the TMMi model. The TMMi model was developed using inputs from sources such as the Capability Maturity Model Integration (CMMI), international testing standards (like those from ISO and IEEE), and industry testing best practices surveys. While the ISO/IEC 15504 model has relevance to general process assessments, it was not specifically referenced in the creation of the TMMi.

The description provided, "Testing is a thoroughly defined, well-founded, and measurable process. Testing is perceived as evaluation; it consists of all lifecycle activities concerned with checking products and related work products," corresponds to TMMi Level 4, which is labelled "Measured." At this level, testing processes are quantitatively measured, and there is a strong focus on evaluating product and process quality using quantitative metrics. Testing is integrated throughout the lifecycle and becomes a predictable, measurable process that supports organisational goals.

For aformal TMMi assessment, bothstaff interviews and document studyare required to collect sufficient evidence. The assessment must adhere to the TMMi Assessment Method Accreditation Requirements (TAMAR), which state that formal assessments require thecorroboration of interview data with documentary evidence (artifacts). These can include documents, templates, or screenshots, ensuring that the evaluation is robust, repeatable, and auditable​​.