Tester contribution to Testing Effectiveness. An Empirical Research
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The study examined how testers contribute to the effectiveness of two software testing techniques: equivalence partitioning and branch testing. The theoretical effectiveness of each technique was compared to the observed effectiveness when master's students applied the techniques. For some faults, tester contribution decreased technique effectiveness, while for other faults, tester contribution increased effectiveness. Tester contribution had a greater negative impact on equivalence partitioning and a greater positive impact on branch testing. Common mistakes that decreased effectiveness included misunderstanding or poorly applying the testing techniques. [END SUMMARY]
![#include <stdio.h>
#include <stdlib.h>
#define NBUF 81
int main ()
{
char strOpA[NBUF], strOp[NBUF], strOpB[NBUF];
double fA, fB, fRes;
char *pa, *pb;
int nArgs;
while (!feof(stdin)) {
nArgs = nParseInput (strOpA, strOp, strOpB);
if (nArgs==0)
{ printf ("Too few argumentsn"); continue;}
if (nArgs>=4)
{ printf ("Too many argumentsn"); continue;}
fA = strtod (strOpA, &pa);
fB = strtod (strOpB, &pb);
if ((*pa!='0') || (*pb!='0'))
{ printf ("Invalid operandsn"); continue;}
}
}
if (strlen(strOp)!=1)
{ printf("Invalid operatorn"); continue;
} else switch (*strOp) {
case '+': { fRes = fA + fB; break; }
case '-': { fRes = fA - fB; break; }
case '*': { fRes = fA * fB; break; }
case '/': {
if (fB == 0.0)
{ printf ("Division by zeron"); continue;
} else { fRes = fA / fB; }
break;
}
default: {
printf ("Invalid operatorn"); continue;
}
}
printf ("%lf %s %lf = %lfn",fA,strOp,fB,fRes);](https://image.slidesharecdn.com/testercontributiontotestingeffectiveness-131031091730-phpapp02/85/Tester-contribution-to-Testing-Effectiveness-An-Empirical-Research-43-320.jpg)
Tester contribution to Testing Effectiveness. An Empirical Research
- 1. Natalia Juristo Universidad Politécnica de Madrid
- 2. Testers should apply technique strictly as prescribed but, in practice, conformance to the prescribed strategy varies Does tester contribute to testing technique effectiveness? • If so, how much? In which way? Two techniques studied • Equivalence Partitioning • Branch Testing Approach • Empirical
- 3. Theoretical Effectiveness Sensitivity to Faults Contribution Technique Tester Observed Effectiveness
- 4. Theoretical effectiveness How likely a tester applying strictly a technique’s prescribed strategy is to generate a test case that exercises certain fault Observed effectiveness Empirical study where the techniques are applied by master’s students Tester contribution Difference between theoretical and observed effectiveness Nature of tester contribution Qualitative empirical study in which we ask subjects to explain why they do or do not detect each seeded fault
- 5. Techniques sensitivity • Testing techniques are not equally sensitive to all faults • Quantify theoretical effectiveness is possible for extreme cases (a theoretical effectiveness of 0% or 100%) but harder or even impossible for middle cases Faults for the study • Extreme cases highlight tester contribution as deviations of observed from theoretical effectiveness are clearer • The seeded faults are extreme cases with completely differently behaviour for the two techniques We use faults with 100% effectiveness for one technique and 0% or much less than 100% for the other We have also seeded a few medium effectiveness faults to study the role played by the chance factor Later I provide an in-depth explanation of why fault detection sensitivity differs from one technique to another
- 6. 1. Studied Techniques 2. Theoretical Effectiveness 3. Observed Effectiveness 4. Nature of Tester Contribution 5. Findings
- 8. 1. Identify equivalence classes • Take each input condition and partition it into two groups Valid class: valid inputs to the program Invalid class: erroneous input values • If the program does not handle elements in an equivalence class identically the equivalence class is split into smaller equivalence classes 2. Define test cases • Use equivalence classes to identify test cases • Test cases that cover as many of the valid equivalence classes as possible are written until all valid equivalence classes have been covered by test cases • Test cases that cover one, and only one, of the uncovered invalid equivalence classes are written until all invalid equivalence classes have been covered by test cases
- 9. White-box testing is concerned with the extent to which test cases exercise the program logic Branch coverage • Enough test cases must be written to assure that every branch alternative is exercised at least once Test case design strategy 1. An initial test case is generated that corresponds to the simplest entry/exit path 2. New test cases are then generated slightly differing from previous paths 3. As the test cases are generated a table showing the coverage status of each decision is built
- 10. • • • 100% Cases 0% Cases Fortune Cases
- 11. Example of a calculator • Input should contain two operands and one operator in the “operand operator operand” format Otherwise an error message is displayed • The admissible operators are +, -, *, and / Otherwise an error message is displayed • The operands can be a blank (which would be interpreted as a 0) or any other real number Otherwise an error message is displayed
- 12. A technique’s prescribed strategy is sure to generate a test case that exercises the fault The likelihood of the fault being exercised (not detected!) is 100% Let us look at one 100% case for each technique
- 13. Equivalance Partitioning • Strategy For a set of input values testers must identify one valid class for each value and one invalid class representing the other values • Example Four valid (+, -, *, /) and one invalid equivalence classes must be generated for the calculator operator input condition This generates one test case to test each operator plus another which tests an operator not accepted by the program • Fault Suppose that a programmer forgets to implement the multiplication • Likelihood Testers strictly conforming to equivalence partitioning’s prescribed strategy will generate 100% sure a test case that exercises such a fault
- 14. Brach Testing • Strategy For each decision, one test case is generated to output a false value and another to output a true value • Example For the decision to detect if it is a division by zero (if SecondOperand =0.0) One test case is generated for value other than 0 (false decision) Another test case for a value equal to 0 (true decision) • Fault Suppose that the line is incorrectly coded as (if SecondOperand <> 0.0) • Likelihood Testers strictly conforming to branch testing’s prescribed strategy will for sure generate a test case that exercises such a fault
- 15. A technique’s prescribed strategy is unable to generate a test case that exercises a fault The likelihood of the fault being exercised is 0% Let us look at one 0% case for each technique
- 16. Equivalance Partitioning • Strategy A test case can contain at most one invalid equivalence class • Example To check that the calculator does not accept operands that are not numbers, testers generate one invalid class for the first operand and another for the second operand This generates one test case to check the first operand and another to check the second Neither of these test cases checks what happens if the format of both operands is incorrect • Fault Suppose that the line of code for checking that both operands are numbers incorrectly expresses an XOR instead of an OR condition • Likelihood Testers strictly conforming to equivalence partitioning’s prescribed strategy are unable to generate a test case to exercise this fault Theoretical effectiveness for this fault is 0%
- 17. Brach Testing • Strategy Generates test cases based exclusively on source code • Inability Generate test cases for omitted code • Fault A programmer forgets to implement division • Likelihood Testers strictly conforming to branch testing’s prescribed strategy will not generate a test case to exercise this fault Theoretical effectiveness for such a fault is 0%
- 18. Techniques’ prescribed strategy may generate a test case that exercises the fault or not • Only some of the available values within the range established by the technique’s prescribed strategy are capable of exercising a fault Unfortunate choice of test data • Tester does not choose one of them Fortunate choice of test data • Tester chooses one of them
- 19. Equivalance Partitioning • Strategy Generate test cases from the specification and not from the source code • Limitation Generate equivalence classes (and consequently test cases) for code functionality that is not listed in the specification • Fault A programmer implements an unspecified operation • Likelihood Testers strictly conforming to equivalence partitioning’s prescribed strategy are unable to generate a test case to exercise this fault… Unless the specific case chosen for the invalid class is exactly the unspecified operation Which likelihood?
- 20. Brach Testing • Strategy Tester are free to choose the test data to cover a decision • Example Code line which checks number of inputs (If Number-of-Arguments >= 4) Multiple values can be used to output a false decision for this line • Fault The line incorrectly reads (If Number-of-Arguments > 4) • Likelihood To output a false decision the value of nArgs must be less than or equal to 4 Only if the value is 4 the test case will exercised the fault Testers strictly conforming to branch testing’s prescribed strategy can choose other values of nArgs to output a false decision 25%, if we consider that the possible test values are 1, 2, 3, 4 for a false decision
- 21. cmdline nametbl ntree F1 F2 F3 F4 F5 F6 F1 F2 F3 F4 F5 F6 F1 F2 F3 F4 F5 F6 Unimplemented X X X specification BT Test data used to X X X X X X X X achieve coverage Combination of invalid equivalence X X X classes Chosen combination of valid equivalence X EP classes Test data used to X X X combine classes Implementation of unspecified X X functionality
- 22. • • • • Empirical Study Description Results Differences on Sign Differences on Size
- 23. 3 programs 6 seeded fault/program • 3 maxEP-minBT • 3 minEP-maxBT Technique effectiveness measurement • percentage of subjects that generate a test case which exercises a particular fault 20-40 master students applying the techniques Replicated 4 times
- 24. cmdline EP nametbl BT EP ntree BT EP BT F1 94% 12% 100% 81% F2 100% 12% 94% 71% 85% 12% 37% 0% 88% 82% 85% 50% F4 Max BT- Min EP 0% F3 Max EP- Min BT 81% 0% 50% 0% 94% 0% 40% F5 0% 12% 6% 53% 29% 69% F6 19% 94% 18% 35% 36% 69%
- 25. cmdline nametbl EP F1 = F2 = ↓63% F4 Max BT- Min EP ↓19% F3 Max EP- Min BT BT BT EP BT ↓6% ↑12% = ↑47.7% ↓6% ↑71% ↓15% = ↓12% ↑7% ↓15% = = = ↓6% = ↓60% F5 ↓16% ↓88% ↑6% ↓47% ↑29% ↓31% F6 ↓31% ↑60.7% ↑18% ↓15% ↑36% ↓31% ↑12% EP ntree ↑12% =
- 26. Tester contribution tends to reduce technique theoretical effectiveness • Effectiveness falls in 44.5% of cases compared with 30.5% in which it increases Tester contribution differs for techniques • Decrease in effectiveness greater for EP than for BT • Increase in effectiveness Smaller for EP than for BT
- 27. Four sizes • Small (difference of 0%-25%), medium (difference of 26%-50%), large (difference of 51%-75%) and very large (difference of 76%-100%) Testers contribute little to technique effectiveness • Difference is small in 66.7% of cases Testers contribute less to equivalence partitioning than to branch testing • EP has more small differences than BT • EP has less large/very large differences than BT
- 28. • • • • Empirical Study Description Types of Differences Equivalnece Partitioning Case Branch Testing Case
- 29. Individual work • Subjects get Their results List of seeded faults • Subjects analyse whether or not they have generated a test case for a fault why Discussion in group • How subjects generate test cases for faults that a technique is not able to exercise • Why they fail to generate test cases for faults that a technique is able to exercise
- 30. Poor technique application • Testers make mistakes when applying the techniques Technique extension • Subjects round out the techniques with additional knowledge on programming or testing By chance • Unfortunate choice of test data • Fortunate choice of test data
- 31. MISTAKE 1. One valid class must be identified for each correct input value and one invalid class representing incorrect values • Subjects create one single valid equivalence class for all input values • If one of the input values causes a failure, subjects will find it hard to generate a test case that exercises the fault, as they do not generate specific test cases for each value • Example A tester generates a single valid equivalence class for the operator input condition containing all four valid operators Subjects appear to mistakenly assume that all the equivalence classes behave equally in the code They aim to save time and get the same effectiveness
- 32. MISTAKE 2. Generate several equivalence classes for some, but not all, of the input values MISTAKE 3. Fail to build equivalence classes for part of the specification MISTAKE 4. Misinterpret the specification and generate equivalence classes that do not exactly state the meaning of the specification MISTAKE 5. Do not build enough test cases to cover all the generated equivalence classes MISTAKE 6. Choose test case input data that do not correspond to the combination of equivalence classes • Subjects are careless and overlooking important details of the context of the test case that they really want to execute • They may mistake some concepts for others, misleading them into thinking that they are testing particular situations that they are not really testing
- 33. IMPROVEMENT 1. Adding an extra equivalence class combining several invalid equivalence classes • In the calculator example, this happens if a tester generates a new class in which neither operand is a number
- 34. MISTAKE 1. Fail to achieve the required coverage criterion because intentionally reduce the number of test cases • They do this to save time and reduce workload • They think that similar portions of code will behave same way • In the calculator example, this happens if test cases are generated for only some of the operators (the switch/case sentence is not completely covered) MISTAKE 2. Despite having designed a test case to cover a particular decision, test data chosen by the subject do not follow the expected execution path • In the calculator example, this happens if the tester specifies “ ”+3 instead of +3 as test data • This is usually due to a misunderstanding of the code
- 35. IMPROVEMENT 1. Generate additional test cases to cover common sources of programming errors IMPROVEMENT 2. Generate additional test cases for parts of the code that they do not understand IMPROVEMENT 3. Extend the required coverage using condition coverage rather than decision coverage IMPROVEMENT 4. Subjects discover faults directly as they read the code
- 36. • • • • Tester Contribution Practical Recomendations No Doubts Generalization Warnings
- 37. Not strict conformance to technique’s strategy Contribution to effectiveness is small Contribute Most less to the effectiveness of EP than of BT cases contribute to degrade the technique • Misunderstandings of the techniques • Oversights or mistakes • Unfamiliarity with the programming language (for branch testing) Fewer cases round out the technique • The manner to complement depends on the technique
- 38. Contribute more often to reducing effectiveness of EP than of BT • There are more cases of misunderstandings for EP Contribute more often to increasing effectiveness of BT than of EP There are more cases of improvements for BT Contribution to BT is consequence of code reading
- 39. The approach taken does not inflate tester contribution A scenario where tester contribution would be expected to be negligible • Subjects are graded on technique application Conformance to technique’s strategy should be high but it is not • Programs are simple The application of the techniques to these programs should cause no problems but it does • Subjects are inexperienced They should make little or no contribution but they do
- 40. Testers tend to apply techniques poorly • Exploiting people’s diversity makes testing more effective • Different testers make different mistakes • Two testers applying same technique on same code will find more defects than one tester taking twice as long to apply a technique Testers usually complement white box testing techniques with intuitive code review • Train testers in code review techniques since it will improve these intuitive accessory activities
- 41. We use junior testers, experienced testers • Might contribute more as they have more software development and testing experience • Conformance to the techniques’ prescribed strategy could differ from students’ Better or worse? We use 3 programs, for larger programs • Testers’ conformance to the technique’s prescribed strategy would expect to be worse No dynamic analyser is used to apply branch testing
- 42. Natalia Juristo Universidad Politécnica de Madrid
- 43. #include <stdio.h> #include <stdlib.h> #define NBUF 81 int main () { char strOpA[NBUF], strOp[NBUF], strOpB[NBUF]; double fA, fB, fRes; char *pa, *pb; int nArgs; while (!feof(stdin)) { nArgs = nParseInput (strOpA, strOp, strOpB); if (nArgs==0) { printf ("Too few argumentsn"); continue;} if (nArgs>=4) { printf ("Too many argumentsn"); continue;} fA = strtod (strOpA, &pa); fB = strtod (strOpB, &pb); if ((*pa!='0') || (*pb!='0')) { printf ("Invalid operandsn"); continue;} } } if (strlen(strOp)!=1) { printf("Invalid operatorn"); continue; } else switch (*strOp) { case '+': { fRes = fA + fB; break; } case '-': { fRes = fA - fB; break; } case '*': { fRes = fA * fB; break; } case '/': { if (fB == 0.0) { printf ("Division by zeron"); continue; } else { fRes = fA / fB; } break; } default: { printf ("Invalid operatorn"); continue; } } printf ("%lf %s %lf = %lfn",fA,strOp,fB,fRes);
- 44. Equivalance Partitioning • Strategy Testers are free to choose the specific test data from an equivalence class • Inability Detection of some faults depends on the specific test data chosen to cover an equivalence class • Example To combine the valid equivalence classes number+number to get the addition, any two numbers could be tested • Fault The program mistakenly processes not real but natural numbers • Likelihood Will only be detected if numbers with at least one digit (different from 0) after the decimal point are used in the test case Testers strictly conforming to the technique’s prescribed strategy would not be wrong to choose the addition of two natural numbers as a test case to cover the equivalence class for number+number Less than 100% (50% or 90%)