Domain Testing: Divide and Conquer - Testing Education

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Appendix A: Equivalence Class Analysis Heuristics (continued) Variable Equivalence classes ‘timedependent variable’ All tasks completed within the timelimit All tasks completed after the time-limit. Test case (Best representatives) Tasks completed after the timelimit and exactly at the time-limit. time-limit - 1, time-limit. Time-limit+1 © Sowmya Padmanabhan, 2003 Risk Notes 1) Failure to process tasks that are completed within and exactly at the defined time-limit. 2) Mishandling of boundary values. 1) Mishandling of tasks completed after the defined time-limit. 2) Mishandling of value just beyond the boundary. 10
Appendix A: Equivalence Class Analysis Heuristics (continued) Heuristic 6: Look for variable groups that must calculate to a certain value or range � Consider ‘i1’ and ‘i2’ are input variables to a function and o is the output variable such that the value of ‘o’ can lie only in the range of v1 and v2. In such cases you would test the output variable ‘o’ in terms of the input variables. Analysis: Step 1: Represent this variable as a mathematical range expression. v1
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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
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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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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
Page 153 and 154: Domain Testing Equivalence Class an
Page 155 and 156: Partition the input domain into dif
Page 157 and 158: domain specific special condition b
Page 159 and 160: Appendix C: Reference Material# 3 f
Page 161 and 162: What is All-Pairs Combination Testi
Page 163 and 164: If ‘n’ is the total number of v
Page 165 and 166: Step 3: Step 4: Step 5: Test case#
Page 167 and 168: Test case# a(3) b(2) c(2) d(2) e(2)
Page 169 and 170: Step 9: • The only two pairs miss
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Page 183 and 184: Appendix E: Guidelines for All-Pair
Page 185 and 186: Appendix B: Guidelines for filling
Page 187 and 188: Appendix F: Day 1 Lecture (Introduc
Page 189 and 190: Why do we need to test software? To
Page 191 and 192: Analysis To assert that the output
Page 193 and 194: Analysis The total possible combina
Page 195 and 196: What is Domain Testing? Domain test
Page 197 and 198: Domain testing-Terminology Boundary
Page 199 and 200: Summary Our goal is to not only do
Page 201 and 202: Session 2: Domain Testing Sowmya Pa
Page 203 and 204: Testing Integer fields � Example
Page 205 and 206: Testing Integer fields Example 1
Page 211 and 212: Variable(s) Equivalence Class(es)
Page 219 and 220: Testing Integer fields Example 2 St
Page 221 and 222: © Sowmya Padmanabhan, 2003 19
Page 223 and 224: Word Problems � Example 3: SunTru
Page 225 and 226: Word Problems Example 3 � Credit
Page 227 and 228: Word Problems Example 3 � ‘cred
Page 229 and 230: 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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© Sowmya Padmanabhan, 2003 92
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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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