Domain Testing: Divide and Conquer - Testing Education

Basic Instructional Objectives:
Instructional Objectives
1. Ability to analyze simple integer fields/variables, defined in terms of range
of values, do equivalence class analysis and boundary value analysis on
them.
2. Ability to analyze simple floating-point fields/variables, defined in terms of
range of values, do equivalence class analysis and boundary value analysis
on them.
3. Ability to analyze simple string fields/variables, defined in terms of range
of values, and equivalence class analysis and boundary value analysis on
them.
4. Ability to analyze simple enumerated variables/fields.
5. Ability to analyze variables with multiple sub-ranges and do equivalence
class analysis and boundary value analysis on them.
6. Ability to analyze variables along one dimension.
7. Ability to analyze variables along multiple dimensions.
8. Ability to analyze non-numbers for strictly numeric values.
9. Ability to analyze characters in terms of ASCII.
10. Ability to do identify variables of a given function/program/application and
classify them as input or output variables.
11. Ability to identify independent and dependent variables of a function.
12. Ability to identify dependency relationships of the dependent variables.
13. Ability to do all-pairs combination on a given set of variables.
14. Ability to calculate the total number of possible combinations (total number
of test cases) of all fields of a function/program.
15. Ability to look at a program or function, identify variables/fields, determine
the kind of values each takes, determine the dimensions of each variable,
and do equivalence class analysis and boundary-values analysis along each
of the dimensions, if applicable.
Higher Order Objectives (HO)
1. Ability to recognize patterns and generalize
2. Ability to translate verbal form of specification to symbolic form for
problem solving.
3. Ability to develop a list of risks from a spec
4. Ability to map risks to test cases.
These higher order objectives are co-requisites of many of the above listed basic
instructional objectives, which means that these are to be achieved in parallel with
many of the basic instructional objectives.