Domain Testing: Divide and Conquer - Testing Education

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Table 6.07: Question 7 – Paper-Based Pretest and Posttest Score Comparison Student# Interpretation (Question 7): Students’ average score for this question was 2.22 in the pretest and 13.88 in the posttest. This means that on an average, the students scored very poorly (14.8%) on this question in the pretest. But the average score improved significantly to 92.53% in the posttest. The standard deviation of the scores was 1.87 and 1.98 in the pretest and posttest, respectively. This means that the deviation in the scores from the average was almost equivalent in the pretest and the posttest. The students did equally poorly in the pretest and equally well in the posttest. Student Code. Q7 (Pretest score, worth 15 points) 90 Q7 (Posttest, worth 15 points) Experiment 1 1. JL711S1 4 5.5 2. JL711S2 3 14 3. JL711S3 3 15 4. JL711S4 0 15 5. JL1418S1 0.5 14 6. JL1418S2 4 15 7. JL1418S3 1 15 8. JL1418S4 1 14.75 9. JL1418S5 2 14 10. JL2125S1 1 14.5 11. JL2125S2 1 13 12. JL2125S3 3 14.75 13. JL2125S4 5 13 14. JL28A1S2 1 15 15. JL28A1S3 1.5 15 16. JL28A1S4 3 14.75 17. JL28A1S5 0 14.5 18. JL28A1S6 0 13 Experiment 2 19. A2529S1 5 14.75 20. A2529S2 0 14.75 21. A2529S3 1.5 14 22. A2529S4 4 13 23. A2529S5 6.5 13 Average 2.22 13.88 Standard deviation 1.87 1.98
Question 8 (15 points): • Test A: Bank X has started a new savings account program that allows customers to earn interest based on their savings account balance. The interest is calculated using the following table: Balance range Interest that can be earned $5000.00
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Domain Testing: Divide and Conquer
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We the undersigned committee hereby
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Table of Contents Chapter 1: Introd
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Chapter 3: Instructional Design and
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5.04 Facilities Used for the Experi
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List of Tables Table 6.01 Question
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Acknowledgements • Dr. Cem Kaner,
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1.01 Problem Description Chapter 1:
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There are two general approaches to
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effective testing with reduced effo
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Other researchers have used the fea
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July 22, 2003; Frankl, Hamlet, Litt
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Chapter 2: Domain Testing: A Litera
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Black-box testers may or may not re
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For instance, in the above example,
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Myers (1979) suggested associating
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In the functional approach to doing
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in the correctness of the program.
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Whittaker and Jorgensen (2002) desc
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listed above. o Worst Case Testing
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He referred to the number of test c
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Hutcheson (2003) described boundary
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2.02.03.02 Special Value Testing Jo
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change has caused something that us
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Hence, a row in an orthogonal array
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combinations of valid equivalence c
Page 53 and 54: Chapter 3: Instructional Design and
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Page 59 and 60: Keeping the questionnaires anonymou
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Page 71 and 72: 4. Expertise-oriented approaches, w
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Page 75 and 76: instructional design itself. Accord
Page 77 and 78: • Appendix G: Day 2 Lecture • A
Page 79 and 80: • Reference materials • Linking
Page 81 and 82: Every exercise question and every q
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Page 85 and 86: This first version of the advertise
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Page 109 and 110: Table 6.10: Final Scores - Pretest
Page 111 and 112: Chart 6.01: Paper-Based Pretest and
Page 113 and 114: 6.02 Performance Test Results Appen
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Page 127 and 128: Chapter 7: Conclusion 7.01 Domain T
Page 129 and 130: 7.01.02 Minuses Kaner (2003) also c
Page 131 and 132: work is strong evidence that the st
Page 133 and 134: Boland, P. J., Singh, H., & Cukic,
Page 135 and 136: Clarke, L. A., Hassell, J., & Richa
Page 137 and 138: Hajnal, À., & Forgács, I. (1998).
Page 139 and 140: Jeng, B., & Weyuker, E. J. (1994, J
Page 141 and 142: Mayrhauser, A. V., Walls, J., & Mra
Page 143 and 144: Schroeder, P. J., & Korel, B. (2000
Page 145 and 146: Zhu, H., Hall, P. A. V., & May, J.
Page 147 and 148: Appendix A: Reference Material# 1 f
Page 149 and 150: What is an input variable? An input
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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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