Domain Testing: Divide and Conquer - Testing Education

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Iteration 1: Test case# Y (4) X (3) Z (2) 1. Y1 2. Y1 3. Y1 4. Y2 5. Y2 6. Y2 7. Y3 8. Y3 9. Y3 10. Y4 11. Y4 12. Y4 Iteration 2: Test case# Y (4) X (3) Z (2) 1. Y1 X1 2. Y1 X2 3. Y1 X3 4. Y2 X1 5. Y2 X2 6. Y2 X3 7. Y3 X1 8. Y3 X2 9. Y3 X3 10. Y4 X1 11. Y4 X2 12. Y4 X3
Iteration 3: Test case# Y (4) X (3) Z (2) 1. Y1 X1 Z1 2. Y1 X2 Z2 3. Y1 X3 Z1 4. Y2 X1 Z2 5. Y2 X2 Z1 6. Y2 X3 Z2 7. Y3 X1 8. Y3 X2 9. Y3 X3 10. Y4 X1 11. Y4 X2 12. Y4 X3 Iteration 4: Test case# Y (4) X (3) Z (2) 1. Y1 X1 Z1 2. Y1 X2 Z2 3. Y1 X3 Z1 4. Y2 X1 Z2 5. Y2 X2 Z1 6. Y2 X3 Z2 7. Y3 X1 Z1 8. Y3 X2 Z2 9. Y3 X3 Z1 10. Y4 X1 Z2 11. Y4 X2 Z1 12. Y4 X3 Z2
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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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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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. 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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