Domain Testing: Divide and Conquer - Testing Education

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7. An I-20 VISA 2 program for international students of a school lets a student know the status of his/her application for a new I-20 by entering his/her corresponding VISA number. The VISA number is a 16-digit numeric value with no dashes or commas or spaces in between. The minimum allowed VISA number that a student could have ever have been assigned is 1000009999000000 and the maximum is 9999955590999800. What variables could be involved in analysis of this group of facts? What variable do we know enough about to perform equivalence class analysis and then a boundary value analysis? Develop a series of tests by performing equivalence class and boundary value analysis on this variable. 15 points 2 The name of the I-20 VISA program has been changed to something more generic and nonspecific than before.
8. Bank ‘X’ 3 has started a new savings account program, which allows customers to earn interest based on their savings account balance. The interest is calculated using the following table: Balance range Interest that can be earned $5000.00
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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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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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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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• 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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