Domain Testing: Divide and Conquer - Testing Education

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Day 2 Examples Day 3 Examples Traceability Matrices – Mapping Assessment Items to Instructional Objectives Example Level 1 HOO IG1 IG2 IG3 IG4 IG5 IG6 IG7 IG8 IG9 IG10 IG11 IG12 IG13 IG14 IG15 1. 2 3, 4 √ √ 2. 2 3, 4 √ √ 3. 3 2, 3, 4 √ √ √ 4. 3 2, 3, 4 √ √ √ 5. 3 2, 3, 4 √ √ √ 6. 4 2, 3, 4 √ √ √ √ √ √ 7. 2 3, 4 √ √ √ Example Level HOO IG1 IG2 IG3 IG4 IG5 IG6 IG7 IG8 IG9 IG10 IG11 IG12 IG13 IG14 IG15 1. 5 1, 3, 4 √ √ √ √ 2. 5 1, 3, 4 √ √ √ 3. 4 2, 3, 4 √ √ √ √ 4. 2 2, 3, 4 √ √ √ 5. 2 1 √ 6. 5 1,2,3,4 √ √ √ √ √ 7. 5 1,2,3,4 √ √ √ 1 The level of difficulty of the questions is based on Bloom’s Taxonomy of Learning Outcomes, which is described in ‘Appendix Q: Bloom’s Taxonomy of Learning Outcomes’.
Day 4 Examples Example Level HOO IG1 IG2 IG3 IG4 IG5 IG6 IG7 IG8 IG9 IG10 IG11 IG12 IG13 IG14 IG15 1. 3 1 √ √ √ √ 2. 3 1 √ √ √ √ 3. 5 1, 2 √ √ √ √ 4. 5 1, 2 √ √ √ √ Day 2 Exercises Example Level HOO IG1 IG2 IG3 IG4 IG5 IG6 IG7 IG8 IG9 IG10 IG11 IG12 IG13 IG14 IG15 1. 2 3, 4 √ √ 2. 2 3, 4 √ √ 3. 3 2, 3, 4 √ √ √ 4. 3 2, 3, 4 √ √ √ 5. 5 2, 3, 4 √ √ √ 6. 5 2, 3, 4 √ √ √ 7. 5 3, 4 √ √ √ √ √ 8. 3 1,2,3,4 √ √ √ Day 3 Exercises Example Level HOO IG1 IG2 IG3 IG4 IG5 IG6 IG7 IG8 IG9 IG10 IG11 IG12 IG13 IG14 IG15 1. 5 1, 3, 4 √ √ √ √ 2. 5 1, 3, 4 √ √ √ √ 3. 2 2, 3, 4 √ √ √ 4. 2 1 √ 5. 5 1,2,3,4 √ √ √ √ √ 6. 5 1,2,3,4 √ √ √ √ √
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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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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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Page 576 and 577: Domain Testing-Test A 1 (100 points
Page 578 and 579: 3. A string field/variable ‘s’
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Page 584 and 585: 9. ZLTech has a web-based student r
Page 586 and 587: 2. A floating-point field/variable
Page 588 and 589: 4. DVD Collections, Inc. has a shop
Page 590 and 591: 6. There are four variables ‘a’
Page 592 and 593: 8. XYZ 3 credit cards offer a ‘ca
Page 594 and 595: Appendix N: Performance Test (Perfo
Page 596 and 597: Performance Test (Revised) (100 poi
Page 598 and 599: Date: _________________ Evaluation
Page 608 and 609: Appendix P: Instructional Objective
Page 610 and 611: Appendix Q: Bloom’s Taxonomy of L
Page 612 and 613: 4. Analysis • seeing patterns •
Page 616 and 617: Day 4 Exercises Example Level HOO I
Page 618 and 619: Training Schedule Day Instructional
Page 620 and 621: STUDENT APPLICATION RESEARCH INVOLV
Page 622 and 623: 8. Explain how your proposed study
Page 624 and 625: CONSENT FORM: DOMAIN TESTING EXPERI
Page 626 and 627: Appendix V: Call for Participation:
Page 628 and 629: Appendix W: Call for Participation:
Page 630 and 631: Appendix X: Performance Tests’ Ev
Page 632 and 633: • If one student had provided a g
Page 634 and 635: o You could type more or less quick
Page 636 and 637: There's no rationale for these test
Page 638 and 639: page size, perhaps via print or pri
Page 640 and 641: • Using the variables that this s
Page 642 and 643: • In the all-pairs analysis, 7 va
Page 644 and 645: Analysis of Student Performance in
Page 646 and 647: tester with a couple years experien
Page 648 and 649: APPENDIX A In this analysis, I used
Page 650 and 651: esolution: incrementer buttons: .1
Page 652 and 653: A different orientation may be used
Page 654 and 655: Slides orientation vs. notes orient
Page 656 and 657: localized versions of Windows alter
Page 658 and 659: Report on experiment on teaching sp
Page 660 and 661: All-pairs analysis The results of t
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