Domain Testing: Divide and Conquer - Testing Education

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100 (% scores) for the sake of uniformity and easier data analysis. On an average, the percentage increase in the scores from pretest to posttest was 56.82%, a good improvement. The standard deviation of the final pretest score was 11.26. It decreased to 6.16 for the posttest, which means that the students’ performance was more uniform compared to that in the pretest. Chart 6.01, Chart 6.02 and Chart 6.03 graphically represent the comparison of final paper-based pretest and posttest percentage scores, the percentage increases and the averages of the final pretest and posttest percentage scores, and the average percentage increase in the scores from pretest to posttest, respectively. 96
Chart 6.01: Paper-Based Pretest and Posttest Final Percentage Score Comparison Score (out of 100) 120.00 100.00 80.00 60.00 40.00 20.00 0.00 Percentage Score Comparison 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 97 Student Pretest % Posttest %
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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
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Chapter 3: Instructional Design and
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Carey, 1985; Dick et al., 2001; Dri
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and how they apply the knowledge. T
Page 59 and 60: Keeping the questionnaires anonymou
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Page 65 and 66: accomplished learning. This also he
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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
Page 87 and 88: o Numeric variables � Integer �
Page 89 and 90: learners should be sufficient to te
Page 91 and 92: Standard Deviation: “A measure de
Page 93 and 94: Question 2 (10 points): • Test A:
Page 109: Table 6.10: Final Scores - Pretest
Page 113 and 114: 6.02 Performance Test Results Appen
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Page 119 and 120: 11. What was the least useful part
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Page 123 and 124: Most of them commented that they be
Page 125 and 126: 48% Q4: How would you rate your ove
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
Page 151 and 152: Step 6: Determine whether the varia
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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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