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AiTi Education Software Testing Session 01 a
1.
FUNDAMENTALS OF TESTING
Session 1A © AiTi Education 1
2.
Overview • Why
testing is necessary • Fundamental test process • Psychology of testing • Re-testing and regression testing • Expected results • Prioritisation of tests © AiTi Education 2
3.
Before Learning •
K1: remember, recognize, recall • K2: understand, explain, give reasons, compare, classify, categorize, give examples, summarize • K3: apply, use • K4: analyze © AiTi Education 3
4.
Testing terminology •
No generally accepted set of testing definitions used world wide • New standard BS 7925-1 – Glossary of testing terms (emphasis on component testing) – most recent – developed by a working party of the BCS SIGIST – adopted by the ISEB © AiTi Education 4
5.
What is a
“bug”? • Error: a human action that produces an incorrect result • Fault: a manifestation of an error in software – also known as a defect or bug – if executed, a fault may cause a failure • Failure: deviation of the software from its expected delivery or service Failure is an event; fault is a state of the software, caused by an error © AiTi Education 5 – (found defect) Failure is an event; fault is a state of the software, caused by an error
6.
Error - Fault
- Failure © AiTi Education 6 A person makes an error ... … that creates a fault in the software ... … that can cause a failure in operation
7.
Reliability versus faults
• Reliability: the probability that software will not cause the failure of the system for a specified time under specified conditions – Can a system be fault-free? (zero faults, right first time) – Can a software system be reliable but still have faults? – Is a “fault-free” software application always reliable? Testing Principle - Testing is context dependent Testing is done differently in defferent contexts. For example, safety-critical software is tested from an e-commerce site. © AiTi Education 7
8.
Why do faults
occur in software? • software is written by human beings – who know something, but not everything – who have skills, but aren’t perfect – who do make mistakes (errors) • under increasing pressure to deliver to strict deadlines – no time to check but assumptions may be wrong – systems may be incomplete • if you have ever written software ... Testing Principle - Testing shows presence Testing can show that defects are present, but cannot prove that there are no defects. Testing reduces the probability of undiscovered defects remaining in the software but, event if no defects are found, it is not a proof of correctness. © AiTi Education 8
9.
What do software
faults cost? • huge sums – Ariane 5 ($7billion) – Mariner space probe to Venus ($250m) – American Airlines ($50m) • very little or nothing at all – minor inconvenience – no visible or physical detrimental impact • software is not “linear”: – small input may have very large effect © AiTi Education 9
10.
Safety-critical systems •
software faults can cause death or injury – radiation treatment kills patients (Therac-25) – train driver killed – aircraft crashes (Airbus & Korean Airlines) – bank system overdraft letters cause suicide © AiTi Education 10
11.
So why is
testing necessary? – because software is likely to have faults – to learn about the reliability of the software – to fill the time between delivery of the software and the release date – to prove that the software has no faults – because testing is included in the project plan – because failures can be very expensive – to avoid being sued by customers – to stay in business © AiTi Education 11
12.
Why not just
"test everything"? Avr. 4 menus 3 options / menu © AiTi Education 12 system has 20 screens Average: 10 fields / screen 2 types input / field (date as Jan 3 or 3/1) (number as integer or decimal) Around 100 possible values Total for 'exhaustive' testing: 2200 xx 44 xx 33 xx 1100 xx 22 xx 110000 == 448800,,000000 tteessttss If 1 second per test, 8000 mins, 133 hrs, 17.7 days (not counting finger trouble, faults or retest) 10 secs = 34 wks, 1 min = 4 yrs, 10 min = 40 yrs
13.
Exhaustive testing? •
What is exhaustive testing? – when all the testers are exhausted – when all the planned tests have been executed – exercising all combinations of inputs and preconditions • How much time will exhaustive testing take? – infinite time – not much time – impractical amount of time Testing Principle - Exhaustive testing is impossible Testing everything (all combinations of inputs and preconditions) is not feasible except for trivial cases. Instead of exhaustive testing, we use risks and priorities to focus testing efforts. © AiTi Education 13
14.
How much testing
is enough? – it’s never enough –when you have done what you planned –when your customer/user is happy –when you have proved that the system works correctly –when you are confident that the system works correctly – it depends on the risks for your system © AiTi Education 14
15.
How much testing?
• It depends on RRIISSKK – risk of missing important faults – risk of incurring failure costs – risk of releasing untested or under-tested software – risk of losing credibility and market share – risk of missing a market window – risk of over-testing, ineffective testing © AiTi Education 15
16.
So little time,
so much to test .. • test time will always be limited • use RRIISSKK to determine: – what to test first – what to test most – how thoroughly to test each item – what not to test (this time) • use RRIISSKK to – allocate the time available for testing by prioritising testing ... } i.e. where to © AiTi Education 16 place emphasis
17.
Most important principle
Prioritise tests so that, Prioritise tests so that, whenever you stop testing, you have done the best testing whenever you stop testing, you have done the best testing in the time available. in the time available. © AiTi Education 17
18.
Testing and quality
• testing measures software quality • testing can find faults; when they are removed, software quality (and possibly reliability) is improved • what does testing test? – system function, correctness of operation – non-functional qualities: reliability, usability, maintainability, reusability, testability, etc. © AiTi Education 18
19.
Other factors that
influence testing • contractual requirements • legal requirements • industry-specific requirements – e.g. pharmaceutical industry (FDA), compiler standard tests, safety-critical or safety-related such as railroad switching, air traffic control It is difficult to determine It is difficult to determine how much testing is enough but it is not impossible how much testing is enough but it is not impossible © AiTi Education 19
20.
Overview • Why
testing is necessary • Fundamental test process • Psychology of testing • Re-testing and regression testing • Expected results • Prioritisation of tests © AiTi Education 20
21.
Test Planning -
different levels © AiTi Education 21 Test Policy Test Strategy Company level High Level Test Plan High Level Test Plan Project level (IEEE 829) (one for each project) Detailed Test Plan Detailed Test Plan Detailed Test Plan Detailed Test Plan Test stage level (IEEE 829) (one for each stage within a project, e.g. Component, System, etc.)
22.
The test process
specification execution recording check © AiTi Education 22 completion Planning (detailed level)
23.
Test planning •
how the test strategy and project test plan apply to the software under test • document any exceptions to the test strategy – e.g. only one test case design technique needed for this functional area because it is less critical • other software needed for the tests, such as stubs and drivers, and environment details • set test completion criteria Testing Principle - Early Testing Testing activities should start as early as possible in the software or system development life cycle and should be focused on defined objectives. © AiTi Education 23
24.
Test specification Planning
(detailed level) specification execution recording check © AiTi Education 24 completion Identify conditions Design test cases Build tests
25.
A good test
case © AiTi Education 25 • effective • exemplary • evolvable • economic Finds faults Represents others Easy to maintain Cheap to use
26.
Test specification •
test specification can be broken down into three distinct tasks: 1. identify: determine ‘what’ is to be tested (identify test conditions) and prioritise 2. design: determine ‘how’ the ‘what’ is to be tested (i.e. design test cases) 3. build: implement the tests (data, scripts, etc.) © AiTi Education 26
27.
Task 1: identify
conditions (determine ‘what’ is to be tested and prioritise) • list the conditions that we would like to test: – use the test design techniques specified in the test plan – there may be many conditions for each system function or attribute – e.g. • “life assurance for a winter sportsman” • “number items ordered > 99” • “date = 29-Feb-2004” • prioritise the test conditions – must ensure most important conditions are covered © AiTi Education 27
28.
Selecting test conditions
Best set © AiTi Education 28 Importance Time First set
29.
Task 2: design
test cases (determine ‘how’ the ‘what’ is to be tested) • design test input and test data – each test exercises one or more test conditions • determine expected results – predict the outcome of each test case, what is output, what is changed and what is not changed • design sets of tests – different test sets for different objectives such as regression, building confidence, and finding faults Testing Principle - Defect clustering A small number of modules contain most of the defects discovered during pre-release testing or show the most operational failures © AiTi Education 29
30.
Designing test cases
© AiTi Education 30 Importance Most important test conditions Least important test conditions Time Test cases
31.
Task 3: build
test cases • prepare test scripts – less system knowledge tester has the more detailed the scripts will have to be – scripts for tools have to specify every detail © AiTi Education 31 • prepare test data – data that must exist in files and databases at the start of the tests • prepare expected results – should be defined before the test is executed Testing Principle - Pesticide paradox If the same tests are repeated over and over again, eventually the same set of test cases will no longer find any new bugs. To overcome this pesticide paradox, the test cases need to be regularly reviewed and revised, and new and different tests need to be written to exercise diffirent parts of the software or system to potentially find more defects.
32.
Test execution specification
execution recording check © AiTi Education 32 completion Planning (detailed level)
33.
Execution • Execute
prescribed test cases – most important ones first – would not execute all test cases if • testing only fault fixes • too many faults found by early test cases • time pressure – can be performed manually or automated © AiTi Education 33
34.
Test recording specification
execution recording check © AiTi Education 34 completion Planning (detailed level)
35.
Test recording 1
• The test record contains: – identities and versions (unambiguously) of • software under test • test specifications • Follow the plan – mark off progress on test script – document actual outcomes from the test – capture any other ideas you have for new test cases – note that these records are used to establish that all test activities have been carried out as specified © AiTi Education 35
36.
Test recording 2
• Compare actual outcome with expected outcome. Log discrepancies accordingly: – software fault – test fault (e.g. expected results wrong) – environment or version fault – test run incorrectly • Log coverage levels achieved (for measures specified as test completion criteria) • After the fault has been fixed, repeat the required test activities (execute, design, plan) © AiTi Education 36
37.
Check test completion
specification execution recording check © AiTi Education 37 completion Planning (detailed level)
38.
Check test completion
• Test completion criteria were specified in the test plan • If not met, need to repeat test activities, e.g. test specification to design more tests Coverage too low specification execution recording check completion © AiTi Education 38 Coverage OK
39.
Test completion criteria
• Completion or exit criteria apply to all levels of testing - to determine when to stop – coverage, using a measurement technique, e.g. • branch coverage for unit testing • user requirements • most frequently used transactions – faults found (e.g. versus expected) – cost or time Testing Principle - Absence-of-errors fallacy Finding and fixing defects does not help if the system build is unusable and does not fulfill the users' needs and expectations. © AiTi Education 39
40.
Comparison of tasks
Governs the quality of tests activity repeated many times Clerical Intellectual one-off activity © AiTi Education 40 Good to automate Planning Specification Execute Recording
41.
Summary: Key Points
• Testing is necessary because people make errors • The test process: planning, specification, execution, recording, checking completion © AiTi Education 41
42.
Thank You AiTi
Education published by www.aiti.edu.vn @aiti_aptech aiti.edu.vn © AiTi Education 42