Domain Testing: Divide and Conquer - Testing Education

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Word Problems Example 5 Step 6: Partition the input domain into equivalence classes based on the risks identified. © Sowmya Padmanabhan, 2003 56
Variable (s) ‘width’ Equivalence Class(es) All widths between 1 to 56 inches All widths less than 1 inch All widths greater than 56 inches All negative widths All widths with more than 30 decimal places after the decimal point. Test cases Risks Notes 1.0000000000 00000000000 000000000, 56.000000000 00000000000 0000000000, (30 places after decimal point) 0.9999999999 99999999999 999999999 (30 places after the decimal point) 56.000000000 00000000000 0000000001 (30 places after the decimal point) -1.0000 00000000000 00000000000 0000, -56.000 00000000000 00000000000 00000 (30 places after the decimal point) 1.0000000000 00000000000 0000000000 (31 places after the decimal point) 1) Failure to process width values that lie between 1 inch and 56 inches correctly. 2) Failure to handle up to 30 places after the decimal point. 3) Mishandling of lower and upper boundary values. 1) Mishandling of width values less than 1 inch 2) Failure to handle up to 30 places after the decimal point. 3) Mishandling of value just beneath the lower boundary. 1) Mishandling of width values greater than 56 inches 2) Failure to handle up to 30 places after the decimal point. 3) Mishandling of value just beyond the upper boundary. 1) Mishandling of negative values. Taking the absolute value of the negative width value and accepting it as an allowable width. 2) Failure to handle up to 30 places after the decimal point. 4) Mishandling of lower and upper boundary values. 1) Mishandling of more than 30 places after the decimal point. 2) Mishandling of value just beyond the upper boundary value. The program should be capable of correctly handling negative values.
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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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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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Testing Integer fields Example 1
Page 209 and 210: Testing Integer fields Example 1
Page 211 and 212: Variable(s) Equivalence Class(es)
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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)
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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: Word Problems Example 5 � Failure
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
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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 �
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Page 295 and 296: Variable Equivalence classes tax-in
Page 297 and 298: Testing String fields � We encoun
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Page 309 and 310: 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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© Sowmya Padmanabhan, 2003 19
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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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