Domain Testing: Divide and Conquer - Testing Education

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List of Charts Chart 6.01 Paper-Based Pretest and Posttest Final Percentage Score Comparison…………………………………………….......................97 Chart 6.02 Final Scores Percentage Increase…………………………98 Chart 6.03 Averages…………………………………………………..98 Chart 6.04 Averages Final Day (5) Questionnaire Responses………110 ix
List of Tables Table 6.01 Question 1 – Paper-Based Pretest and Posttest Score Comparison…………………………………………………………...78 Table 6.02 Question 2 – Paper-Based Pretest and Posttest Score Comparison…………………………………………………………...80 Table 6.03 Question 3 – Paper-Based Pretest and Posttest Score Comparison…………………………………………………………...82 Table 6.04 Question 4 – Paper-Based Pretest and Posttest Score Comparison…………………………………………………………...84 Table 6.05 Question 5 – Paper-Based Pretest and Posttest Score Comparison…………………………………………………………...86 Table 6.06 Question 6 – Paper-Based Pretest and Posttest Score Comparison…………………………………………………………...88 Table 6.07 Question 7 – Paper-Based Pretest and Posttest Score Comparison…………………………………………………………...90 Table 6.08 Question 8 – Paper-Based Pretest and Posttest Score Comparison…………………………………………………………...92 Table 6.09 Question 9 – Paper-Based Pretest and Posttest Score Comparison…………………………………………………………...94 Table 6.10 Final Scores - Pretest and Posttest Score Comparison ………………………………………………………………………..95 Table 6.11 Day One Questionnaire Responses……………………...100 Table 6.12 Day Two Questionnaire Responses……………………..102 Table 6.13 Day Three Questionnaire Responses……………………104 Table 6.14 Day Four Questionnaire Responses……………………..106 x
Page 1 and 2: Domain Testing: Divide and Conquer
Page 3 and 4: We the undersigned committee hereby
Page 5 and 6: Table of Contents Chapter 1: Introd
Page 7 and 8: Chapter 3: Instructional Design and
Page 9: 5.04 Facilities Used for the Experi
Page 13 and 14: Acknowledgements • Dr. Cem Kaner,
Page 15 and 16: 1.01 Problem Description Chapter 1:
Page 17 and 18: There are two general approaches to
Page 19 and 20: effective testing with reduced effo
Page 21 and 22: Other researchers have used the fea
Page 23 and 24: July 22, 2003; Frankl, Hamlet, Litt
Page 25 and 26: Chapter 2: Domain Testing: A Litera
Page 27 and 28: Black-box testers may or may not re
Page 29 and 30: For instance, in the above example,
Page 31 and 32: Myers (1979) suggested associating
Page 33 and 34: In the functional approach to doing
Page 35 and 36: in the correctness of the program.
Page 37 and 38: Whittaker and Jorgensen (2002) desc
Page 39 and 40: listed above. o Worst Case Testing
Page 41 and 42: He referred to the number of test c
Page 43 and 44: Hutcheson (2003) described boundary
Page 45 and 46: 2.02.03.02 Special Value Testing Jo
Page 47 and 48: change has caused something that us
Page 49 and 50: Hence, a row in an orthogonal array
Page 51 and 52: combinations of valid equivalence c
Page 53 and 54: Chapter 3: Instructional Design and
Page 55 and 56: Carey, 1985; Dick et al., 2001; Dri
Page 57 and 58: and how they apply the knowledge. T
Page 59 and 60: Keeping the questionnaires anonymou
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objectives of the instruction. Bein
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software testing courses before, si
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accomplished learning. This also he
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available and integrate them with t
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substance of the materials to make
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4. Expertise-oriented approaches, w
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specifically said, “A pretest is
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instructional design itself. Accord
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• Appendix G: Day 2 Lecture • A
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• Reference materials • Linking
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Every exercise question and every q
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Chapter 5: Experiment Design 5.01 O
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This first version of the advertise
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o Numeric variables � Integer �
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learners should be sufficient to te
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Standard Deviation: “A measure de
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Question 2 (10 points): • Test A:
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Table 6.10: Final Scores - Pretest
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Chart 6.01: Paper-Based Pretest and
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6.02 Performance Test Results Appen
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11 12 0 0 9. How would you rate you
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commented that they liked the fact
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11. What was the least useful part
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appreciated the fact that a lot of
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Most of them commented that they be
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48% Q4: How would you rate your ove
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Chapter 7: Conclusion 7.01 Domain T
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7.01.02 Minuses Kaner (2003) also c
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work is strong evidence that the st
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Boland, P. J., Singh, H., & Cukic,
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Clarke, L. A., Hassell, J., & Richa
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Hajnal, À., & Forgács, I. (1998).
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Jeng, B., & Weyuker, E. J. (1994, J
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Mayrhauser, A. V., Walls, J., & Mra
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Schroeder, P. J., & Korel, B. (2000
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Zhu, H., Hall, P. A. V., & May, J.
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Appendix A: Reference Material# 1 f
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What is an input variable? An input
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Step 6: Determine whether the varia
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Domain Testing Equivalence Class an
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Partition the input domain into dif
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domain specific special condition b
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Appendix C: Reference Material# 3 f
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What is All-Pairs Combination Testi
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If ‘n’ is the total number of v
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Step 3: Step 4: Step 5: Test case#
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Test case# a(3) b(2) c(2) d(2) e(2)
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Step 9: • The only two pairs miss
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Appendix D: Equivalence Class Analy
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Appendix A: Equivalence Class Analy
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Appendix E: Guidelines for All-Pair
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Appendix B: Guidelines for filling
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Appendix F: Day 1 Lecture (Introduc
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Why do we need to test software? To
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Analysis To assert that the output
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Analysis The total possible combina
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What is Domain Testing? Domain test
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Domain testing-Terminology Boundary
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Summary Our goal is to not only do
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Session 2: Domain Testing Sowmya Pa
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Testing Integer fields � Example
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Testing Integer fields Example 1
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Variable(s) Equivalence Class(es)
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Testing Integer fields Example 2 St
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© Sowmya Padmanabhan, 2003 19
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Word Problems � Example 3: SunTru
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Word Problems Example 3 � Credit
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Word Problems Example 3 � ‘cred
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Word Problems Example 3 � $400
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Word Problems Example 3 � The inp
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Word Problems Example 3 � Failure
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Variable(s) Equivalence Class(es)
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Word Problems Example 4 � Step 1:
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Word Problems Example 4 Step 6: Par
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Word Problems � Example 5: The pa
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Word Problems Example 5 � User, P
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Word Problems Example 5 � ‘widt
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Word Problems Example 5 � 1
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Word Problems Example 5 � The inp
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Word Problems Example 5 � Failure
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Variable (s) ‘width’ Equivalenc
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Testing multiple ranges � The pro
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Testing multiple ranges Example 6
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Word Problems Example 6 Step 6: Par
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Analyzing non-numbers � Let us fi
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Standard ASCII The first 32 charact
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52 4 53 5 54 6 55 7 56 8 57 9 58 :
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108 l 109 m 110 n 111 o 112 p 113 q
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ASCII characters � ASCII files:
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Why bother about ASCII characters i
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Analyzing non-numbers Example 6 �
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Analyzing non-numbers Example 6 Par
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Variable Equivalence classes tax-in
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Testing String fields � We encoun
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Testing String fields Example 7 �
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Testing String fields Example 7 Ste
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25 EM End of medium 26 SUB Substitu
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80 P 81 Q 82 R 83 S 84 T 85 U 86 V
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Extended ASCII Characters Reference
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Session 3: Domain Testing Sowmya Pa
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Testing multidimensional variables
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Testing multidimensional variables
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General analysis of multidimensiona
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Multidimensional numeric fields Exa
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Multidimensional string fields Exam
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Multidimensional string fields �
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Testing Enumerated fields � Range
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Testing Enumerated fields � Examp
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Testing Enumerated fields Example 4
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Identifying variables of a given pr
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Developing test cases for given pro
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Variable Dimension Equivalence clas
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Variable Dimension Equivalence clas
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Look In Variable Equivalence classe
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For ASCII sub-range of allowed grou
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Files of Type Variable Equivalence
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Appendix I: Day 4 Lecture (Day 4 Le
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Testing in combination-Why? � All
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All possible combinations testing
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All-Pairs Combination Testing � M
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All-Pairs Combination Testing � I
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All-Pairs Combination Testing � 7
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All-Pairs Combination Testing Examp
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Application of all-pairs combinatio
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Iteration 3: Test case# Y (4) X (3)
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Iteration 3: Test case# a (4) b (3)
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Iteration 6: Test case# a (4) b (3)
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Look In Variable Equivalence classe
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For ASCII sub-range of allowed grou
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Files of Type Variable Equivalence
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Iteration 2 Test case# LI (6) E(4)
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Appendix J: Day 2 Exercises (Day 2
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d. Partition the input domain into
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f. Partition the input domain into
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d. Next, identify the risks associa
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Non-Numbers Identify the risks asso
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Day 3 Exercises Date: ____________
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g. Partition the input domain into
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e. What is the input domain? f. Nex
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Enumerated fields 3. In the online
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. In Internet Explorer, in the File
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Alignment
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Border
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Protection
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Analyzing given programs/functions
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3. Is the variable multidimensional
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iv. Next, identify the risks associ
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6. For the ‘Insert Table’ funct
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3. Is the variable multidimensional
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iv. Next, identify the risks associ
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Appendix L: Day 4 Exercises (Day 4
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iv. Determine the number of pairs i
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v. Build the all-pairs combination
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4. Develop a series of combination
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Domain Testing-Test A 1 (100 points
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3. A string field/variable ‘s’
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5. The screenshot of the ‘Login
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7. An I-20 VISA 2 program for inter
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9. ZLTech has a web-based student r
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2. A floating-point field/variable
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4. DVD Collections, Inc. has a shop
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6. There are four variables ‘a’
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8. XYZ 3 credit cards offer a ‘ca
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Appendix N: Performance Test (Perfo
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Performance Test (Revised) (100 poi
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Date: _________________ Evaluation
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Appendix P: Instructional Objective
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Appendix Q: Bloom’s Taxonomy of L
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4. Analysis • seeing patterns •
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Day 2 Examples Day 3 Examples Trace
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Day 4 Exercises Example Level HOO I
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Training Schedule Day Instructional
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STUDENT APPLICATION RESEARCH INVOLV
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8. Explain how your proposed study
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CONSENT FORM: DOMAIN TESTING EXPERI
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Appendix V: Call for Participation:
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Appendix W: Call for Participation:
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Appendix X: Performance Tests’ Ev
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• If one student had provided a g
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o You could type more or less quick
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There's no rationale for these test
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page size, perhaps via print or pri
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• Using the variables that this s
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• In the all-pairs analysis, 7 va
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Analysis of Student Performance in
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tester with a couple years experien
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APPENDIX A In this analysis, I used
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esolution: incrementer buttons: .1
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A different orientation may be used
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Slides orientation vs. notes orient
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localized versions of Windows alter
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Report on experiment on teaching sp
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All-pairs analysis The results of t
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