Study Guide for Exam - Software Testing and Verification | CEN 6070, Study notes of Engineering

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Exam 1 Review

Software Testing and Verification

Prepared by

Stephen M. Thebaut, Ph.D.

University of Florida

Lecture 15

Coverage •^

Lectures 1-

-^

Readings 1-6: 1.

Myers,

The Art of Software Testing

Kit,

Software Testing in the Real World

Gause & Weinberg,

Making Meetings Work…

Fagan,

Design and Code Inspections…

Grady & Van Slack,

Key Lessons in Achieving

Widespread Inspection Use

Sauer, et al.,

The Effectiveness of Software

Development Technical Reviews…

Coverage (cont’d) •^

Topics (cont’d) –^

Testing Object-Oriented Software

-^

Reviews and Inspections

-^

Testing Tools

Other Resources •^

Practice Exams

-^

Lesson Plans (including

Self-Check Quiz

Questions

Ground Rules and Format (cont’d) •^

Question format may be short answer,matching, true/false, fill-in-the-blank,proofs, etc.

-^

The point-value of each question will be given.given.

Exam Procedures for EDGE Students •^

Proctors should schedule a single exam timeduring normal working hours for all studentsat each site. If this is not possible, examsmay be scheduled outside normal workinghours (e.g., in the evening).

-^

Exams are made available to proctors thesame day they are administered to on-campus students.

-^

Proctors should return

ORIGINAL

exams

directly to the instructor, preferably viaovernight delivery.

Sample Problems (cont’d) 2.

(3 pts.) Even unimpaired, conscientioustesters who visually compare actualwith expected test results have atendency to overlook differences. (This^ is especially true when testing in theis especially true when testing in the^ the Spring!) Briefly explain why this isso. What specific techniques werediscussed in class for countering thistendency?

Sample Problems (cont’d) 3.

(4 pts.) In addition to the "top-down"and "bottom-up" incrementalintegration testing approaches, 3"hybrid" approaches were discussed in^ class. Describe 2 of these.class. Describe 2 of these.

Sample Problems (cont’d) 4.

(cont’d)^ d.

(3 pts.) How many of these are du-paths? e.

(3 pts.) Consider a test case with^ execution path <0,1,2,3,4>. Circleexecution path <0,1,2,3,4>. Circle^ all of the following coverage criteria(not shown) that would be met byexecuting this test case…

Sample Problems (cont’d) 4.

(cont’d)^ f.

(3 pts.) Consider a 2nd test case withexecution path <0,2,3,3,4>. Circle allof the following coverage criteria (not shown) that would be met by shown) that would be met by executing BOTH test cases… executing BOTH test cases… g.

(10 pts.) Give the path condition forpath <0,2,3,3,3,4> in terms of theinitial symbolic values of A and B forthis subroutine. Show ALL pathcondition conjuncts.

Sample Problems (cont’d) 5.

(cont’d)^ c.

Cause-Effect Analysis can be viewedas a logical extension of EquivalencePartitioning. d.

The specification fragment, "HOURS d.

The specification fragment, "HOURS^ will range in value from 0 to 40; forHOURS <= 20, output 'Low'; forHOURS > 20, output 'HIGH'," (whereHOURS is a program input) suggestsONE valid and possibly ONE or TWOinvalid equivalence classes.

Sample Problems (cont’d) 5.

(cont’d)^ e.

The technique is predicated on theassumption that every element of anequivalence class causes the same^ program path to be executed.program path to be executed.

Sample Problems (cont’d) 6.

(cont’d)^ c.

(8 pts.) How many test cases would berequired to cover all feasible combinationsof Causes that, based on the graph, willresult in Effect E1 being true? In effect E3^ being true?being true? d.

(4 pts.) How many test cases would berequired to cover all feasible combinationsof Causes that, based on the graph, willresult in Effect E1 being true, SUBJECT TOTHE CULLING RULES considered in class? Ineffect E3 being true?

Sample Problems (cont’d) 7.

Recall the specification of pow(x,y),which computes the value of x raised tothe power y, x

y, from the Black-Box

Testing Case Study. a.

(3 pts.) It was noted that x

y really

MEANS (or represents) different a.

(3 pts.) It was noted that x

y really

MEANS (or represents) different functions depending on the input"region" (point, line, etc.) in the x,yplane. If y is an integer <= -1 and xis a non-zero number, what"function" does x

y represent?