Domain Testing: Divide and Conquer - Testing Education

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• Black-Box Testing Approach/Specification-Based Approach o Functional Testing Approach • Combination of White-Box and Black-Box Testing Approaches � Driving Factor: • Confidence-based approach • Risk-based approach � Type of Domain: • Linear • Non-linear � Overlapping or Disjoint Subdomains: • Partitioning into overlapping subdomains • Partitioning into disjoint subdomains � Size of Subdomains: • Equally sized subdomains • No particular sized subdomains A detailed description of the elements in the above classification of partitioning of the input domain follows. 2.01.01 White or Black There are some testers that rely solely on the implementation of a program, which demonstrates the actual behavior of a program. We call them the 'white-box testers'. There are others that rely on specification, which describes or is at least supposed to describe the intended behavior of a program. We call this group the 'black-box testers'. 12
Black-box testers may or may not rely on a specification, and white-box testers often rely on specifications. White-box testers have knowledge of the code, while black-box testers do not. Some others have realized that both implementation and specification are important sources of information for testing. In this context, different approaches to partitioning the input domain have been described in the literature. The following is a classification of the approaches. 2.01.01.01 White-Box Testing Approach As mentioned before, there are two visible variations of partition testing under this category: • Path Analysis Approach • Mutation Testing Approach 2.01.01.01.01 Path Analysis Approach Some of those who have described the path analysis approach to doing partition testing are Boyer et al. (1975), Clarke and Richardson (1982), DeMillo et al. (1978), Duran and Ntafos (1981), Ferguson and Korel (1996), Goodenough and Gerhart (1975), Hajnal and Forgács (1998), Hamlet (2000), Howden (1976), Howden (1986), Huang (1975), Jeng and Weyuker (1989), Jeng and Weyuker (1994), Koh and Liu (1994), Podgurski and Yang (1993), Weyuker and Jeng (1991), White and Cohen (1980), White and Sahay (1985), Zeil et al. (1992a), and Zeil and White (1981). These are definitions of some basic terms concerned with path-analysis: Path: IEEE Std. 610.12 (1990) defined a path by stating, “(1) In software engineering, a sequence of instructions that may be performed in the execution of a computer program” (pp. 54-55). 13
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: Chapter 2: Domain Testing: A Litera
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
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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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