BBSTforTeachers.ppt

7/25/2019 BBSTforTeachers.ppt

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1lack Box Software Testing Copyright 2003-05

Black Box Software Testing"all 2005

#$er$iew for Teachers

Cem Kaner% !&'&% (h&'&(rofessor of Software )ngineering

"lori*a +nstit,te of Technologyan*

!ames Bach(rincipal% Satisce +nc&

Copyright (c) Cem Kaner & James Bach, 2000-2005This work is license* ,n*er the Creati$e Commons .ttri/,tion-Share.like icense& To$iew a copy of this license% $isit http1creati$ecommons&orglicenses/y-sa2&0 or sen*a letter to Creati$e Commons% 55 4athan .//ott ay% Stanfor*% California 6305%7S.&

These notes are partially /ase* on research that was s,pporte* /y 4S" 8rant )+.-099353 +T:S;s? an* *o not necessarily re@ect the $iews of the 4ational Science"o,n*ation&


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./o,t CemKaner

www&kaner&com

Ay c,rrent o/ titles are (rofessor of Software)ngineering at "lori*a +nstit,te of Technology%an* :esearch "ellow at Satisce% +nc& Thetheme of my career is satisfaction an* safetyof software c,stomers an* workers&

+$e worke* as a programmer% tester% writer%,ser interface *esigner% software salesperson%organiDation *e$elopment cons,ltant% teacher%as a manager of ,ser *oc,mentation% softwaretesting% an* software *e$elopment% an* as anattorney foc,sing on the law of softwareE,ality& These ha$e pro$i*e* many insightsinto relationships /etween comp,ters%

software% *e$elopers% an* c,stomers&+m the senior a,thor of three /ooks1

F Lessons Learned in Software Testing>with !ames Bach Bret (ettichor*?

F Bad Software>with 'a$i* (els?

F Testing Computer Software>with !ack"alk G,ng 4g,yen?&

+ st,*ie* )xperimental (sychology for my(h&'&% with a *issertation on (sychophysics>essentially percept,al meas,rement?& Thisel* n,rt,re* my interest in h,man factors>an* th,s the ,sa/ility of comp,ter systems?an* in meas,rement theory >an* th,s% the*e$elopment of $ali* software metrics&?


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./o,t !ames Bachwww&satisce&com

+ starte* in this /,siness as a programmer& + likeprogramming& B,t + n* the pro/lems ofsoftware E,ality analysis an* impro$ement moreinteresting than those of software pro*,ction&

"or me% thereHs something $ery compelling a/o,tthe E,estion =Gow *o + know my work is goo*I=+n*ee*% how *o + know anything is goo*I hat*oes goo* meanI ThatHs why + got into SJ.% in9L&

To*ay% + work with proect teams an* in*i$i*,alengineers to help them plan SJ.% changecontrol% an* testing processes that allow them to,n*erstan* an* control the risks of pro*,ctfail,re& + also assist in pro*,ct risk analysis% test*esign% an* in the *esign an* implementation ofcomp,ter-s,pporte* testing& Aost of myexperience is with market-*ri$en Silicon Malley

software companies like .pple Comp,ter an*Borlan*% so the techniE,es +H$e gathere* an**e$elope* are *esigne* for ,se ,n*er con*itionsof compresse* sche*,les% high rates of change%component-/ase* technology% an* poorspecication&


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Cre*its egal4oticesAany sections of this co,rse were co-*e$elope*with G,ng J,oc 4g,yen or 'o,g GoNman& ealso thank !ack "alk% )liDa/eth Gen*rickson% Bo/

!ohnson% Brian awrence% (at Ac8ee% AeloraS$o/o*a% an* the participants in the os .ltosorkshops on Software Testing an* the Software

Test Aanagers :o,n*ta/les& .**itionalacknowle*gements appear on specic sli*es&

These notes incl,*e some legal information% /,tyo, are not my legal client& + *o not pro$i*e legala*$ice in the notes or the co,rse& )$en if we*isc,ss specic sit,ations in class% yo, cannotgi$e eno,gh information in a classroom settingfor me to respon* with a competent legalopinion& +f yo, nee* legal a*$ice% please cons,lt

yo,r own attorney&The practices *isc,sse* in this co,rse are ,sef,lfor an intro*,ction to testing% /,t moreexperience* testers will a*opt a**itionalpractices& Aission-critical an* life-critical software*e$elopment eNorts in$ol$e specic an* rigoro,sproce*,res that are not *escri/e* in this co,rse&


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The Creati$eCommons icenseOThis work is license* ,n*er the Creati$eCommons .ttri/,tion-Share.like icense&To $iew a copy of this license% $isithttp1creati$ecommons&orglicenses/y-sa2&0 or sen* a letter to Creati$eCommons% 55 4athan .//ott ay%Stanfor*% California 6305% 7S.&P

F;o, are welcome to ,se these sli*es&

;o, *ont nee* o,r permission& ;o, doha$e to incl,*e o,r copyright notice>gi$e ,s cre*it for o,r work?&

F;o, are welcome to mo*ify the sli*es&Gowe$er% if yo, *istri/,te themodifedsli*es% yo, m,st *istri/,tethem ,n*er this same Creati$e

Commons license&F +f yo, nee* to *istri/,te a mo*ie*

set of sli*es ,n*er yo,r own tra*ename or ,n*er a restricti$e license%that might /e possi/le& Contact ,s toask for permission&


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Center forSoftware Testing )*,cation

:esearch#,r mission is to create eNecti$e%gro,n*e*% timely materials tos,pport the teaching an* self-st,*y of software testing% softwarerelia/ility% an* E,ality-relate*

software metrics&

"lori*a Techs Center for Software Testing )*,cation :esearch forme* in 4o$em/er 2003% as acolla/oration among Cem Kaner% (h&'&% !&'&>(rofessor? >'irector?% alter (& Bon*% (h&'&>.ssociate (rofessor?% Scott Tilley% (h&'& >.ssociate

(rofessor?% Aichael .n*rews% (h&'& >.ssistant(rofessor?% !ames hittaker% (h&'& >(rofessor?

e also colla/orate closely with !ames Bach>Satisce?% Bret (ettichor* >Tho,ghtworks?% 'o,glasGoNman >Software J,ality Aetho*s? an* (atSchroe*er% (h&'& >Ailwa,kee College of )ngineering1Comp,ter Science?

Donations tothe Centerare most

wecome!"easecontact #sat

$aner%cs!ft!ed#!

Donations tothe Centerare most

wecome!"easecontact #sat$aner%cs!ft!ed#!


7/147lack Box Software Testing Copyright 2003-05

#,r learningo/ecti$esTesting software in$ol$es in$estigating apro*,ct ,n*er tight constraints& #,r goal isto help yo, /ecome a /etter in$estigator1

F 'e$elop skills with se$eral techniE,es

F Choose eNecti$e techniE,es for a gi$eno/ecti$e ,n*er yo,r constraints

F +mpro$e the critical thinking an* rapi*learning skills that ,n*erlie goo* testing

F Comm,nicate yo,r n*ings eNecti$ely

F (lan in$estments >in *oc,mentation%tools% an* process impro$ement? to

meet yo,r act,al nee*sF Create work pro*,cts that yo, can ,se

in o/ inter$iews to *emonstrate testingskill

s a teacher, yo#ha'e yo#r own

earningoecti'es! *rom

this co#rse, pic$what ad'ances

those oecti'esand s$ip the

rest!+o# can asomodiy o#r

sides, createyo#r own sides,

and create yo#r



#,r teachingapproach.pread the essons o'er timeF 3-*ay classes are necessary e$ils for

commercial co,rses /eca,se of thecosts of tra$el an* cons,ltant time%/,t they cram too m,ch informationinto too little time% with too littleopport,nity for application% practice%or *e/ate&

FThe we/-/ase* co,rse was designedas an alternati$e& Try one topic aweek or e$en one topic per month&+n the interim% n* ways to apply theinformation% to e$al,ate it% to *isc,ssit& This is how to learn technicalmaterial& +f a topic isnt worth thetime nee*e* to learn it% it isnt worththe lect,re time& Skip it% *o a*iNerent topic instea*&



#,r teachingapproachcti'e participation is 'ery importantF J,iDDes an* assignments an* tests are

teaching tools% not ,st e$al,ation tools&

Q St,*ents often think they OknowPsomething long /efore they can *o it>/efore they ha$e *e$elope* theskill? an* /efore they can explain it

themsel$es or *eci*e intelligentlywhen an* why to ,se it&

QTests an* tasks help the st,*entapply the i*eas% foc,s on interestingE,estions an* confront interestingiss,es&

Q Choose yo,r E,estions an*assignments with care&

)$al,ations *ont ha$e to carry gra*es orha$e passfail implications& )specially in acommercial co,rse% e$als are for fee*/ack%not for gra*ing&



#,r teachingapproach/i'e eedac$F ook at yo,r st,*ents work% tell

them what yo, see& "ee*/ack is afo,n*ation for impro$ement&

F Ga$e st,*ents e$al,ate eachothers work& They learn from /eing

e$al,ators% from g,ring o,t how totell the *iNerences /etween greatwork% goo* work an* not-so-goo*&

F St,*ent presentations pro$i*e agoo* opport,nity for fee*/ack&eak presenters get /etter withpractice&

F "ee*/ack can /e frien*ly an*respectf,l while still pointing o,tareas for impro$ement&



#,r teachingapproach.ampe #estionsF e *raw exams from 900 essay

E,estions liste* in a st,*y g,i*e&e think this approach helpsst,*ents *e$elop their writing skillsan* their a/ility to work in gro,ps&

See O.ssessment in the software testingco,rse&P

FThis works well eno,gh in anaca*emic co,rse% in which st,*ents

are moti$ate* to pass exams& +n anon-the-o/ st,*y gro,p% we* pickin*i$i*,al topics for *isc,ssion>e&g& create a *isc,ssion meetingo$er l,nch once per week? instea*&
http://www.testingeducation.org/a/assessment.pdfhttp://www.testingeducation.org/a/assessment.pdfhttp://www.testingeducation.org/a/assessment.pdfhttp://www.testingeducation.org/a/assessment.pdf



Co,rse scope1 KeyapproachesThere are se$eral approaches to testing&e cant co$er them all in one co,rse%witho,t making the co,rse too /roa* shallow to meet o,r o/ecti$es&

Gere are some tra*itional *istinctions1

F Black /ox $ers,s glass /ox >white /ox?

F Beha$ioral >or f,nctional? $ers,sstr,ct,ral

F ",nctional $ers,s paraf,nctional>nonf,nctional?

F 7nit $ers,s integration $ers,s

s,/system $ers,s system

F Merication $ers,s $ali*ation

F .cceptance $ers,s in*epen*ent $ers,sinternal /lack /ox $ers,s programmer&

*ordefnitions o

these, seethe st#dento'er'iew!



Scope1 Brea*th$ers,s 'epthCompanies >an* their corporate traininggro,ps? often emphasiDe the amo,nt ofmaterial co$ere* in a co,rse% rather thanthe amo,nt learne*&

This *oesnt work well& The co,rse thatraces thro,gh a h,ge la,n*ry list of topicswont contri/,te m,ch to what thest,*ents will remem/er or /e a/le to *o&

.t "lori*a Tech% we split /lack /ox testingfrom programmer testing intentionally& Thetesters rely on *iNerent classes ofinformation% apply *iNerent skills% i*entify*iNerent /,gs on the /asis of *iNerente$i*ence&

This *oesnt mean we think programmertesting is less importantRwe reE,ire aco,rse in each at "lori*a Tech& e separatethem to a$oi* teaching a s,r$ey co,rsethat is too /roa* an* too shallow to /e of$al,e&



The key learningo/ecti$eSome people see >an* teach? testing as aro,tine process of straightforwar*translation of specications to tests thatare r,n o$er an* o$er an*% an* testingOprofessionalismP as a*herence top,/lishe* stan*ar*s an* O/est practices&P

e think that approach lea*s to *,ll%shallow co,rses an* weak testing& +ts notwhat were ,p to&

e see software testing as an in$estigati$eprocess& The tester *oes researchto*isco$er information a/o,t the E,ality ofthe pro*,ct% inc#dingresearch to*etermine how to eNecti$ely test thispartic,lar pro*,ct ,n*er the constraints ofthis partic,lar proect& She then reports the

res,lts of the research% often to people whowish the res,lts were *iNerent&

The fo,n*ational o/ecti$e of this co,rse isto s,pport personal growth of ,niE,ein*i$i*,als as /etter in$estigators an*comm,nicators&

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