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Презентация на тему Equivalence class testing technique training

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2. AgendaIntroductionTechniqueExamplesApplicability and LimitationsSummaryPracticeReferences
4. IntroductionWhat is equivalence class testing? What is
5. Introduction: SituationWe are writing a module for
6. Introduction: CoverageShould we test the module for
7. Introduction: Solution 1If (applicantAge == 0) hireStatus="NO";If
8. Introduction: Let’s believe
9. Introduction: Solution 2If (applicantAge >= 0 &&
10. Introduction: BenefitsUsing the equivalence class approach, we
11. Introduction: DefinitionAn equivalence class consists of a
12. Introduction: AssumptionsSpecifically, we would expect that:If one
13. Introduction: Solution 3If (applicantAge >= 0 &&
14. Introduction: Ready?Now, are we ready to begin
15. Technique
16. Technique: Steps1. Identify the equivalence classes. 2.
17. Technique: ContinuousContinuous equivalence classesFor a valid input
18. Technique: DiscreteDiscrete equivalence classesFor a valid input
19. Technique: ArraySingle selection equivalence classes For a
20. Technique: ArrayMultiple selection equivalence classWhile the rule
21. Technique: ContradictionsBut, if this were a list
22. Technique: CombinationRarely we will have the time
23. Technique: All invalidA test case of invalid
24. Technique: One invalidIn many cases, errors in
25. Technique: Varying valuesFor additional warm and fuzzy
26. Technique: TipsAnother approach to using equivalence classes
27. Examples
28. Examples: 1No invalid choices.It reduces the number
29. Examples: 2Input to this field can be
30. Examples: 3The valid symbols are {A, AA,
31. Examples: 4Rarely will we create separate sets
32. Applicability and Limitations
33. Applicability and LimitationsEquivalence class testing can significantly
34. Applicability and LimitationsVery often your designers and
35. Summary
36. SummaryEquivalence class testing is a technique used
37. Practice
38. PracticeZIP Code – five numeric digits.Last Name
39. Practice: Answers 1ZIP Code – five numeric
40. Practice: Answers 2Last Name – one through
41. Practice: Answers 3User ID – eight characters
42. Practice: Answers 4Student ID – eight characters.
43. Practice: Answers 5
44. References
46. Скачать презентацию
47. Похожие презентации

AgendaIntroductionTechniqueExamplesApplicability and LimitationsSummaryPracticeReferences

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Equivalence class testing technique training

Equivalence Class Testing Technique TrainingYanina Hladkova

AgendaIntroductionTechniqueExamplesApplicability and LimitationsSummaryPracticeReferences

Equivalence class testing technique training

IntroductionWhat is equivalence class testing? What is it used for?Equivalence class testing

Introduction: SituationWe are writing a module for a human resources system that

Introduction: CoverageShould we test the module for the following ages: 0, 1,

Introduction: Solution 1If (applicantAge == 0) hireStatus=

Introduction: Solution 2If (applicantAge >= 0 && applicantAge = 16 && applicantAge

Introduction: BenefitsUsing the equivalence class approach, we have reduced the number of

Introduction: DefinitionAn equivalence class consists of a set of data that is

Introduction: AssumptionsSpecifically, we would expect that:If one test case in an equivalence

Introduction: Solution 3If (applicantAge >= 0 && applicantAge = 16 && applicantAge

Introduction: Ready?Now, are we ready to begin testing? Probably not. What about

Technique: Steps1. Identify the equivalence classes. 2. Create a test case for

Technique: ContinuousContinuous equivalence classesFor a valid input we might choose $1,342/month. For

Technique: DiscreteDiscrete equivalence classesFor a valid input we might choose 2 houses.

Technique: ArraySingle selection equivalence classes For a valid input we must use

Technique: ArrayMultiple selection equivalence classWhile the rule says choose one test case

Technique: ContradictionsBut, if this were a list of the fifty states, and

Technique: CombinationRarely we will have the time to create individual tests for

Technique: All invalidA test case of invalid data values.If the system accepts

Technique: One invalidIn many cases, errors in one input field may cancel

Technique: Varying valuesFor additional warm and fuzzy feelings, the inputs (both valid

Technique: TipsAnother approach to using equivalence classes is to examine the outputs

Examples: 1No invalid choices.It reduces the number of test cases the tester

Examples: 2Input to this field can be between one and four numeric

Examples: 3The valid symbols are {A, AA, AABC, AAC, ..., ZOLT, ZOMX,

Examples: 4Rarely will we create separate sets of test cases for each

Applicability and LimitationsEquivalence class testing can significantly reduce the number of test

Applicability and LimitationsVery often your designers and programmers use GUI design tools

SummaryEquivalence class testing is a technique used to reduce the number of

PracticeZIP Code – five numeric digits.Last Name – one through fifteen characters

Practice: Answers 1ZIP Code – five numeric digits.LengthValid: 5Invalid: 3; 20CharactersValid: numeric

Practice: Answers 2Last Name – one through fifteen characters (including alphabetic characters,

Practice: Answers 3User ID – eight characters at least two of which

Practice: Answers 4Student ID – eight characters. The first two represent the

Слайды презентации

Слайд 2 Agenda
Introduction
Technique
Examples
Applicability and Limitations
Summary
Practice
References

Слайд 3

Слайд 4 Introduction
What is equivalence class testing? What is it used

IntroductionWhat is equivalence class testing? What is it used for?Equivalence class

for?
Equivalence class testing is a technique used to reduce

the number of test cases to a manageable level while still maintaining reasonable test coverage.

Слайд 5 Introduction: Situation
We are writing a module for a

Introduction: SituationWe are writing a module for a human resources system

human resources system that decides how we should process

employment applications based on a person's age. Our organization's rules are:
0-16 – Don't hire
16-18 – Can hire on a part-time basis only
18-55 – Can hire as a full-time employee
55-99 – Don't hire

Слайд 6 Introduction: Coverage
Should we test the module for the

Introduction: CoverageShould we test the module for the following ages: 0,

following ages: 0, 1, 2, 3, 4, 5, 6,

7, 8, ..., 90, 91, 92, 93, 94, 95, 96, 97, 98, 99?

If we had lots of time (and didn't mind the mind-numbing repetition and were being paid by the hour) we certainly could.

100 values

Слайд 7 Introduction: Solution 1
If (applicantAge == 0) hireStatus="NO";
If (applicantAge

== 1) hireStatus="NO";
…
If (applicantAge == 15) hireStatus="NO";
If (applicantAge ==

16) hireStatus="PART";
If (applicantAge == 17) hireStatus="PART";
If (applicantAge == 18) hireStatus="FULL";
If (applicantAge == 19) hireStatus="FULL";
…
If (applicantAge == 53) hireStatus="FULL";
If (applicantAge == 54) hireStatus="FULL";
If (applicantAge == 55) hireStatus="NO";
If (applicantAge == 56) hireStatus="NO";
…
If (applicantAge == 98) hireStatus="NO";
If (applicantAge == 99) hireStatus="NO";

Any set of tests passes tells us nothing about the next test we could execute. It may pass; it may fail.

Слайд 8 Introduction: Let’s believe

Слайд 9 Introduction: Solution 2
If (applicantAge >= 0 && applicantAge

Introduction: Solution 2If (applicantAge >= 0 && applicantAge = 16 &&

hireStatus="NO";
If (applicantAge >= 16 && applicantAge <=18)
hireStatus="PART";
If (applicantAge >= 18 && applicantAge <=55)
hireStatus="FULL";
If (applicantAge >= 55 && applicantAge <=99)
hireStatus="NO";

It is clear that for the first requirement we don't have to test 0, 1, 2, ... 14, 15, and 16. Only one value needs to be tested. And which value? Any one within that range is just as good as any other one. The same is true for each of the other ranges. Ranges such as the ones described here are called equivalence classes.

Слайд 10 Introduction: Benefits
Using the equivalence class approach, we have

Introduction: BenefitsUsing the equivalence class approach, we have reduced the number

reduced the number of test cases
From 100 (testing each

age)
To 4 (testing one age in each equivalence class)
A significant savings

Слайд 11 Introduction: Definition
An equivalence class consists of a set

Introduction: DefinitionAn equivalence class consists of a set of data that

of data that is treated the same by the

module or that should produce the same result. Any data value within a class is equivalent, in terms of testing, to any other value.

Слайд 12 Introduction: Assumptions
Specifically, we would expect that:
If one test

Introduction: AssumptionsSpecifically, we would expect that:If one test case in an

case in an equivalence class detects a defect, all

other test cases in the same equivalence class are likely to detect the same defect.
If one test case in an equivalence class does not detect a defect, no other test cases in the same equivalence class is likely to detect the defect.

Слайд 13 Introduction: Solution 3
If (applicantAge >= 0 && applicantAge

Introduction: Solution 3If (applicantAge >= 0 && applicantAge = 16 &&

= 16 && applicantAge

If (applicantAge >= 18 && applicantAge <=41) hireStatus="FULL";
// strange statements follow
If (applicantAge == 42 && applicantName == "Lee")
hireStatus="HIRE NOW AT HUGE SALARY";
If (applicantAge == 42 && applicantName <> "Lee")
hireStatus="FULL";
// end of strange statements
If (applicantAge >= 43 && applicantAge <=55) hireStatus="FULL";
If (applicantAge >= 55 && applicantAge <=99) hireStatus="NO";

Слайд 14 Introduction: Ready?
Now, are we ready to begin testing?

Introduction: Ready?Now, are we ready to begin testing? Probably not. What

Probably not.
What about input values like 969, -42,

FRED, and &$#!@? Should we create test cases for invalid input?

The answer is, as any good consultant will tell you, "it depends“.

Слайд 15 Technique

Слайд 16 Technique: Steps
1. Identify the equivalence classes.
2. Create

Technique: Steps1. Identify the equivalence classes. 2. Create a test case

a test case for each equivalence class.
You could

create additional test cases for each equivalence class if you have time and money.

Additional test cases may make you feel warm and fuzzy, but they rarely discover defects the first doesn't find.

Слайд 17 Technique: Continuous
Continuous equivalence classes
For a valid input we

Technique: ContinuousContinuous equivalence classesFor a valid input we might choose $1,342/month.

might choose $1,342/month. For invalids we might choose $123/month

and $90,000/month.

Слайд 18 Technique: Discrete
Discrete equivalence classes
For a valid input we

Technique: DiscreteDiscrete equivalence classesFor a valid input we might choose 2

might choose 2 houses. Invalids could be -2 and

Слайд 19 Technique: Array
Single selection equivalence classes
For a valid

Technique: ArraySingle selection equivalence classes For a valid input we must

input we must use "person." For an invalid we

could choose "corporation" or "trust" or any other random text string. How many invalid cases should we create? We must have at least one; we may choose additional tests for additional warm and fuzzy feelings.

Слайд 20 Technique: Array
Multiple selection equivalence class
While the rule says

Technique: ArrayMultiple selection equivalence classWhile the rule says choose one test

choose one test case from the valid equivalence class,

a more comprehensive approach would be to create test cases for each entry in the valid class. That makes sense when the list of valid values is small.

Слайд 21 Technique: Contradictions
But, if this were a list of

Technique: ContradictionsBut, if this were a list of the fifty states,

the fifty states, and the various territories of the

United States, would you test every one of them? What if in the list were every country in the world?

The correct answer, of course, depends on the risk to the organization if, as testers, we miss something that is vital.

Слайд 22 Technique: Combination
Rarely we will have the time to

Technique: CombinationRarely we will have the time to create individual tests

create individual tests for every separate equivalence class of

every input value.

Test cases of valid data values.

Слайд 23 Technique: All invalid
A test case of invalid data

Technique: All invalidA test case of invalid data values.If the system

values.
If the system accepts this input as valid, clearly

the system is not validating the four input fields properly. If the system rejects this input as invalid, it may do so in such a way that the tester cannot determine which field it rejected. For example: ERROR: 653X-2.7 INVALID INPUT

Слайд 24 Technique: One invalid
In many cases, errors in one

Technique: One invalidIn many cases, errors in one input field may

input field may cancel out or mask errors in

another field so the system accepts the data as valid. A better approach is to test one invalid value at a time to verify the system detects it correctly.
A set of test cases varying invalid values one by one.

Слайд 25 Technique: Varying values
For additional warm and fuzzy feelings,

Technique: Varying valuesFor additional warm and fuzzy feelings, the inputs (both

the inputs (both valid and invalid) could be varied.
A

set of test cases varying invalid values one by one but also varying the valid values.

Слайд 26 Technique: Tips
Another approach to using equivalence classes is

Technique: TipsAnother approach to using equivalence classes is to examine the

to examine the outputs rather than the inputs.
Divide

the outputs into equivalence classes, then determine what input values would cause those outputs. This has the advantage of guiding the tester to examine, and thus test, every different kind of output. But this approach can be deceiving.
In the previous example, for the human resources system, one of the system outputs was NO, that is, Don't Hire. A cursory view of the inputs that should cause this output would yield {0, 1, ..., 14, 15}. Note that this is not the complete set. In addition {55, 56, ..., 98, 99} should also cause the NO output.
It's important to make sure that all potential outputs can be generated, but don't be fooled into choosing equivalence class data that omits important inputs.

Слайд 27 Examples

Слайд 28 Examples: 1
No invalid choices.
It reduces the number of

Examples: 1No invalid choices.It reduces the number of test cases the

test cases the tester must create.
Only the valid inputs

{Buy, Sell} need to be exercised.

Valid inputs: {Buy, Sell}.
Invalids: {Trade, Punt, ...}.
What about "buy", "bUy", "BUY"? Are these valid or invalid entries? The tester would have to refer back to the requirements to determine their status.

Слайд 29 Examples: 2
Input to this field can be between

Examples: 2Input to this field can be between one and four

one and four numeric characters (0, 1, ..., 8,

9) with a valid value greater or equal to 1 and less than or equal to 9999.

Valid inputs are {1, 23, 456, 7890}.
Invalid inputs are {-42, 0, 1.2, 12345, SQE, $#@%}.

Слайд 30 Examples: 3
The valid symbols are {A, AA, AABC,

Examples: 3The valid symbols are {A, AA, AABC, AAC, ..., ZOLT,

AAC, ..., ZOLT, ZOMX, ZONA, ZRAN}. The invalid symbols

are any combination of characters not included in the valid list.

Valid inputs are {A, AL, ABE, ACES, AKZOY}.
Invalid inputs are {C, AF, BOB, CLUBS, AKZAM, 42, @#$%}.

Слайд 31 Examples: 4
Rarely will we create separate sets of

Examples: 4Rarely will we create separate sets of test cases for

test cases for each input. Generally it is more

efficient to test multiple inputs simultaneously within tests. For example, the following tests combine Buy/Sell, Symbol, and Quantity.

A set of test cases varying invalid values one by one.

Слайд 32 Applicability and Limitations

Слайд 33 Applicability and Limitations
Equivalence class testing can significantly reduce

Applicability and LimitationsEquivalence class testing can significantly reduce the number of

the number of test cases that must be created

and executed. It is most suited to systems in which much of the input data takes on values within ranges or within sets. It makes the assumption that data in the same equivalence class is, in fact, processed in the same way by the system. The simplest way to validate this assumption is to ask the programmer about their implementation.
Let your designers and programmers know when they have helped you. They'll appreciate the thought and may do it again.

Слайд 34 Applicability and Limitations
Very often your designers and programmers

Applicability and LimitationsVery often your designers and programmers use GUI design

use GUI design tools that can enforce restrictions on

the length and content of input fields. Encourage their use. Then your testing can focus on making sure the requirement has been implemented properly with the tool.
Equivalence class testing is equally applicable at the unit, integration, system, and acceptance test levels. All it requires are inputs or outputs that can be partitioned based on the system's requirements.

Слайд 35 Summary

Слайд 36 Summary
Equivalence class testing is a technique used to

SummaryEquivalence class testing is a technique used to reduce the number

reduce the number of test cases to a manageable

size while still maintaining reasonable coverage.
This simple technique is used intuitively by almost all testers, even though they may not be aware of it as a formal test design method.
An equivalence class consists of a set of data that is treated the same by the module or that should produce the same result. Any data value within a class is equivalent, in terms of testing, to any other value.

Слайд 37 Practice

Слайд 38 Practice
ZIP Code – five numeric digits.
Last Name –

PracticeZIP Code – five numeric digits.Last Name – one through fifteen

one through fifteen characters (including alphabetic characters, periods, hyphens,

apostrophes, spaces, and numbers).
User ID – eight characters at least two of which are not alphabetic (numeric, special).
Student ID – eight characters. The first two represent the student's home campus while the last six are a unique six-digit number. Valid home campus abbreviations are: AN, Annandale; LC, Las Cruces; RW, Riverside West; SM, San Mateo; TA, Talbot; WE, Weber; and WN, Wenatchee.

Слайд 39 Practice: Answers 1
ZIP Code – five numeric digits.

Length
Valid:

Practice: Answers 1ZIP Code – five numeric digits.LengthValid: 5Invalid: 3; 20CharactersValid:

5
Invalid: 3; 20

Characters
Valid: numeric digits
Invalid: special; alphabetical
Is this Zip

Code really valid? Is it real?

Слайд 40 Practice: Answers 2
Last Name – one through fifteen

Practice: Answers 2Last Name – one through fifteen characters (including alphabetic

characters (including alphabetic characters, periods, hyphens, apostrophes, spaces, and

numbers).

Length
Valid: 7
Invalid: 0; 19

Characters
Valid: alphabetic; numeric; .; -; ; “
Invalid: all other special

Слайд 41 Practice: Answers 3
User ID – eight characters at

Practice: Answers 3User ID – eight characters at least two of

least two of which are not alphabetic (numeric, special).

Length
Valid:

8
Invalid: 2; 11

Number of numeric and special characters
Valid: 2
Invalid: 1; 10

Слайд 42 Practice: Answers 4
Student ID – eight characters. The

Practice: Answers 4Student ID – eight characters. The first two represent

first two represent the student's home campus while the

last six are a unique six-digit number. Valid home campus abbreviations are: AN, Annandale; LC, Las Cruces; RW, Riverside West; SM, San Mateo; TA, Talbot; WE, Weber; and WN, Wenatchee.

Length
Valid: 8
Invalid: 5; 10

Characters position
Valid: first 2
Invalid: 3d and 4th

Campus
Valid: in the list
Invalid: other

Unique
Valid: unique
Invalid: not unique