Domain Testing: Divide and Conquer - Testing Education

More documents

Recommendations

Info

Word Problems Example 4 � Failure to give a student F in a course with score less than 60 � Assigning F to a student in a course with score 60 and greater. � Mishandling of scores above 100 � Mishandling of negative scores. There are other risks that we will consider later, but the ones listed here are the ones most often considered in domain testing. © Sowmya Padmanabhan, 2003 43
Word Problems Example 4 Step 6: Partition the input domain into equivalence classes based on the identified risks. © Sowmya Padmanabhan, 2003 44
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 and 10:
5.04 Facilities Used for the Experi
Page 11 and 12:
List of Tables Table 6.01 Question
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
Page 61 and 62:
objectives of the instruction. Bein
Page 63 and 64:
software testing courses before, si
Page 65 and 66:
accomplished learning. This also he
Page 67 and 68:
available and integrate them with t
Page 69 and 70:
substance of the materials to make
Page 71 and 72:
4. Expertise-oriented approaches, w
Page 73 and 74:
specifically said, “A pretest is
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
Page 83 and 84:
Chapter 5: Experiment Design 5.01 O
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 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
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
Page 115 and 116:
11 12 0 0 9. How would you rate you
Page 117 and 118:
commented that they liked the fact
Page 119 and 120:
11. What was the least useful part
Page 121 and 122:
appreciated the fact that a lot of
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
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
Page 171 and 172:
Appendix D: Equivalence Class Analy
Page 173 and 174:
Appendix A: Equivalence Class Analy
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
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
Page 231 and 232: Word Problems Example 3 � The inp
Page 233 and 234: Word Problems Example 3 � Failure
Page 235 and 236: Variable(s) Equivalence Class(es)
Page 237 and 238: Word Problems Example 4 � Step 1:
Page 245: Word Problems Example 4 � Step 5:
Page 249 and 250: Word Problems � Example 5: The pa
Page 251 and 252: Word Problems Example 5 � User, P
Page 253 and 254: Word Problems Example 5 � ‘widt
Page 255 and 256: Word Problems Example 5 � 1
Page 257 and 258: Word Problems Example 5 � The inp
Page 259 and 260: Word Problems Example 5 � Failure
Page 261 and 262: Variable (s) ‘width’ Equivalenc
Page 263 and 264: Testing multiple ranges � The pro
Page 265 and 266: Testing multiple ranges Example 6
Page 277 and 278: Word Problems Example 6 Step 6: Par
Page 279 and 280: Analyzing non-numbers � Let us fi
Page 281 and 282: Standard ASCII The first 32 charact
Page 283 and 284: 52 4 53 5 54 6 55 7 56 8 57 9 58 :
Page 285 and 286: 108 l 109 m 110 n 111 o 112 p 113 q
Page 287 and 288: ASCII characters � ASCII files:
Page 289 and 290: Why bother about ASCII characters i
Page 291 and 292: Analyzing non-numbers Example 6 �
Page 293 and 294: Analyzing non-numbers Example 6 Par
Page 295 and 296: Variable Equivalence classes tax-in
Page 297 and 298:
Testing String fields � We encoun
Page 299 and 300:
Testing String fields Example 7 �
Page 301 and 302:
Page 303 and 304:
Page 305 and 306:
Testing String fields Example 7 Ste
Page 307 and 308:
© Sowmya Padmanabhan, 2003 92
Page 309 and 310:
25 EM End of medium 26 SUB Substitu
Page 311 and 312:
80 P 81 Q 82 R 83 S 84 T 85 U 86 V
Page 313 and 314:
Extended ASCII Characters Reference
Page 315 and 316:
Session 3: Domain Testing Sowmya Pa
Page 317 and 318:
Testing multidimensional variables
Page 319 and 320:
Testing multidimensional variables
Page 321 and 322:
General analysis of multidimensiona
Page 323 and 324:
Multidimensional numeric fields Exa
Page 325 and 326:
Page 327 and 328:
Page 329 and 330:
Page 331 and 332:
Page 333 and 334:
Page 335 and 336:
Multidimensional string fields Exam
Page 337 and 338:
Page 339 and 340:
Page 341 and 342:
Page 343 and 344:
Page 345 and 346:
Multidimensional string fields �
Page 347 and 348:
Page 349 and 350:
Page 351 and 352:
Page 353 and 354:
Page 355 and 356:
Page 357 and 358:
Page 359 and 360:
Page 361 and 362:
Testing Enumerated fields � Range
Page 363 and 364:
Testing Enumerated fields � Examp
Page 365 and 366:
Testing Enumerated fields Example 4
Page 367 and 368:
Page 369 and 370:
Page 371 and 372:
Page 373 and 374:
Identifying variables of a given pr
Page 375 and 376:
Page 377 and 378:
Page 379 and 380:
Page 381 and 382:
Page 383 and 384:
Page 385 and 386:
Page 387 and 388:
Developing test cases for given pro
Page 389 and 390:
Page 391 and 392:
Page 393 and 394:
Page 395 and 396:
Page 397 and 398:
Page 399 and 400:
Page 401 and 402:
Page 403 and 404:
Page 405 and 406:
Page 407 and 408:
Page 409 and 410:
Page 411 and 412:
Page 413 and 414:
Page 415 and 416:
Page 417 and 418:
Page 419 and 420:
Page 421 and 422:
Page 423 and 424:
Page 425 and 426:
Page 427 and 428:
Page 429 and 430:
Page 431 and 432:
Page 433 and 434:
Variable Dimension Equivalence clas
Page 435 and 436:
Variable Dimension Equivalence clas
Page 437 and 438:
Look In Variable Equivalence classe
Page 439 and 440:
For ASCII sub-range of allowed grou
Page 441 and 442:
Files of Type Variable Equivalence
Page 443 and 444:
Appendix I: Day 4 Lecture (Day 4 Le
Page 445 and 446:
Testing in combination-Why? � All
Page 447 and 448:
All possible combinations testing
Page 449 and 450:
All-Pairs Combination Testing � M
Page 451 and 452:
All-Pairs Combination Testing � I
Page 453 and 454:
All-Pairs Combination Testing � 7
Page 455 and 456:
All-Pairs Combination Testing Examp
Page 457 and 458:
Page 459 and 460:
Page 461 and 462:
Page 463 and 464:
Page 465 and 466:
Page 467 and 468:
Page 469 and 470:
Page 471 and 472:
Page 473 and 474:
Page 475 and 476:
Application of all-pairs combinatio
Page 477 and 478:
Page 479 and 480:
Page 481 and 482:
Page 483 and 484:
Page 485 and 486:
Page 487 and 488:
Page 489 and 490:
Page 491 and 492:
Page 493 and 494:
Page 495 and 496:
Page 497 and 498:
Iteration 3: Test case# Y (4) X (3)
Page 499 and 500:
Iteration 3: Test case# a (4) b (3)
Page 501 and 502:
Iteration 6: Test case# a (4) b (3)
Page 503 and 504:
Look In Variable Equivalence classe
Page 505 and 506:
For ASCII sub-range of allowed grou
Page 507 and 508:
Files of Type Variable Equivalence
Page 509 and 510:
Iteration 2 Test case# LI (6) E(4)
Page 511 and 512:
Appendix J: Day 2 Exercises (Day 2
Page 513 and 514:
d. Partition the input domain into
Page 515 and 516:
Page 517:
f. Partition the input domain into
Page 520:
Page 523:
Page 526:
Page 529 and 530:
d. Next, identify the risks associa
Page 532:
Non-Numbers Identify the risks asso
Page 535:
Page 538 and 539:
Day 3 Exercises Date: ____________
Page 540 and 541:
g. Partition the input domain into
Page 542 and 543:
e. What is the input domain? f. Nex
Page 544 and 545:
Enumerated fields 3. In the online
Page 546 and 547:
. In Internet Explorer, in the File
Page 548 and 549:
Alignment
Page 550 and 551:
Border
Page 552 and 553:
Protection
Page 555 and 556:
Analyzing given programs/functions
Page 557 and 558:
3. Is the variable multidimensional
Page 559 and 560:
iv. Next, identify the risks associ
Page 561 and 562:
6. For the ‘Insert Table’ funct
Page 563 and 564:
3. Is the variable multidimensional
Page 565 and 566:
iv. Next, identify the risks associ
Page 568 and 569:
Appendix L: Day 4 Exercises (Day 4
Page 570 and 571:
iv. Determine the number of pairs i
Page 572 and 573:
v. Build the all-pairs combination
Page 574 and 575:
4. Develop a series of combination
Page 576 and 577:
Domain Testing-Test A 1 (100 points
Page 578 and 579:
3. A string field/variable ‘s’
Page 580 and 581:
5. The screenshot of the ‘Login
Page 582 and 583:
7. An I-20 VISA 2 program for inter
Page 584 and 585:
9. ZLTech has a web-based student r
Page 586 and 587:
2. A floating-point field/variable
Page 588 and 589:
4. DVD Collections, Inc. has a shop
Page 590 and 591:
6. There are four variables ‘a’
Page 592 and 593:
8. XYZ 3 credit cards offer a ‘ca
Page 594 and 595:
Appendix N: Performance Test (Perfo
Page 596 and 597:
Performance Test (Revised) (100 poi
Page 598 and 599:
Date: _________________ Evaluation
Page 600 and 601:
Page 602 and 603:
Page 604 and 605:
Page 606 and 607:
Page 608 and 609:
Appendix P: Instructional Objective
Page 610 and 611:
Appendix Q: Bloom’s Taxonomy of L
Page 612 and 613:
4. Analysis • seeing patterns •
Page 614 and 615:
Day 2 Examples Day 3 Examples Trace
Page 616 and 617:
Day 4 Exercises Example Level HOO I
Page 618 and 619:
Training Schedule Day Instructional
Page 620 and 621:
STUDENT APPLICATION RESEARCH INVOLV
Page 622 and 623:
8. Explain how your proposed study
Page 624 and 625:
CONSENT FORM: DOMAIN TESTING EXPERI
Page 626 and 627:
Appendix V: Call for Participation:
Page 628 and 629:
Appendix W: Call for Participation:
Page 630 and 631:
Appendix X: Performance Tests’ Ev
Page 632 and 633:
• If one student had provided a g
Page 634 and 635:
o You could type more or less quick
Page 636 and 637:
There's no rationale for these test
Page 638 and 639:
page size, perhaps via print or pri
Page 640 and 641:
• Using the variables that this s
Page 642 and 643:
• In the all-pairs analysis, 7 va
Page 644 and 645:
Analysis of Student Performance in
Page 646 and 647:
tester with a couple years experien
Page 648 and 649:
APPENDIX A In this analysis, I used
Page 650 and 651:
esolution: incrementer buttons: .1
Page 652 and 653:
A different orientation may be used
Page 654 and 655:
Slides orientation vs. notes orient
Page 656 and 657:
localized versions of Windows alter
Page 658 and 659:
Report on experiment on teaching sp
Page 660 and 661:
All-pairs analysis The results of t
show all

Domain Testing: Divide and Conquer - Testing Education

Create successful ePaper yourself

Delete template?

Save as template?