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Four schools of testing context driven school

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Four schools of testing

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Four schools of testing context driven school

  1. 1. Four Schools of Software Testing MORE ABOUT CONTEXT DRIVEN SCHOOL KATI HOLASZ
  2. 2. Four Schools of Software Testing Analytical School Factory School Quality Assurance School Context- Driven School 2
  3. 3. Analytical School: Core Beliefs • Software is a logical artifact • Testing is a branch of CS/Mathematics • Objective, rigorous, comprehensive • Testing techniques must have a logico-mathematical form • “one right answer” • Testing is technical Key Question: • Which techniques should we use?  sees testing as rigorous and technical with many proponents in academia 3
  4. 4. Factory School: Core Beliefs • Software development is a project • Testing is a measure of progress • Testing must be managed • Predictable, repeatable, planned • Testing must be cost-effective • Low-skilled workers require direction • Testing is following rules Key Question: • How can we measure whether we’re making progress? When will we be done?  sees testing as a way to measure progress with emphasis on cost and repeatable standards 4
  5. 5. Quality Assurance School: Core Beliefs • Software quality requires discipline • Testing determines whether development processes are being followed. • Testers may need to police developers to follow the rules • Testers have to protect users from bad software Key Question: • Are we following a good process?  emphasizes process, policing developers and acting as the gatekeeper 5
  6. 6. Context Driven School “CONTEXT-DRIVEN HAS TESTERS LEARNING AS THEY TEST” 6
  7. 7. The Seven Basic Principles of the Context- Driven School 1. The value of any practice depends on its context. 2. There are good practices in context, but there are no best practices. 3. People, working together, are the most important part of any project’s context. 4. Projects unfold over time in ways that are often not predictable. 5. The product is a solution. If the problem isn’t solved, the product doesn’t work. 6. Good software testing is a challenging intellectual process. 7. Only through judgment and skill, exercised cooperatively throughout the entire project, are we able to do the right things at the right times to effectively test our products. Key Question: What tests would be most valuable right now?  emphasizes people, seeking bugs that stakeholders care about 7
  8. 8. Examples EXPLORATORY TESTING ◦ Concurrent test design and test execution ◦ Rapid learning - develops team understanding of risks - develops tester’s ability to design tests for identified risks 8
  9. 9. A fifth testing school? AGILE SCHOOL uses testing to prove that development is complete; Emphasizes automated testing 9
  10. 10. Agile School: Core Beliefs • Software is an ongoing conversation • Testing tells us that a development story is complete • Tests must be automated Key Question: • Is the story done? 10
  11. 11. Summary 11
  12. 12. Differences Between Perspectives 12 Analytical School Factory School Quality Assurance School Context-Driven School Usability Testing Not a form of testing. Outside the testing skill set. Let someone else do it. Do it if requested by management. Reluctant. Hard to prove noncompliance. Definitely do it. Usability bugs are bugs. Testing Without Specs Impossible Some kind of spec is necessary Force developers to follow the process Do what you can to be useful Ask questions if necessary Dig up “hidden” specs Tester Certification Little preference either way Make testers easier to hire, train and manage Increase status Existing certifications are based on practice, not skill
  13. 13. What is testing? 13 Analytical School Factory School Quality Assurance School Context-Driven School Agile Testing School A branch of computer science and mathematics A managed process A branch of software QA A branch of development Part of customer role
  14. 14. Where are you tester? Where is your client? 14
  15. 15. Questions? ◦What happens when people of different schools work together? ◦Can we cross-fertilize between schools? ◦Do I have to pick a school? 15
  16. 16. Resources ◦ Lessons Learned in Software Testing: A Context-Driven Approach - Cem Kaner, James Bach & Bret Pettichord ◦ Schools of software testing, Cem Kaner http://kaner.com/?p=15 ◦ http://context-driven-testing.com/ Origin of this Analysis: “Lessons Learned in Software Testing” 16
  17. 17. Kati Holasz katalin.holasz@evozon.com 17 Thank you all for your attention!

Editor's Notes

  • Code Coverage
    aka “Structural” testing
    Dozens of code-coverage metrics have been designed and compared
    Provides an objective “measure” of testing

    Implications
    Precise and detailed specifications are a prerequisite for testing
    Testers verify that the software behavior conforms to its specification

    Most prevalent
    Academia
    High-reliability industry (e.g. Telecom)

    Authors
    Boris Beizer, Paul Jorgensen, Robert V. Binder, John Musa
  • Requirements Traceability
    Make sure that every requirement has been tested

    Implications
    Require clear boundaries between testing and other
    activities (start/stop criteria)
    " Resist changing plans (complicates progress tracking)
    " Software testing assembly line (V-model)
    " Accept management assumptions about testing
    " Encourage standards, “best practices,” and certification

    Most Prevalent
    „ IT projects
    „ Government projects

    Authors
    „ Rex Black, Dorothy Graham
  • Ex
    The Gatekeeper - The software isn’t ready until QA says it’s ready

    Implications
    „ Prefer “Quality Assurance” over “Testing”
    „ Testing is a stepping stone to “process improvement”
    „ May alienate developers

    Most Prevalent
    „ Large bureaucracies
    „ Organizations under stress

    Authors
    „ Alka Jarvis
  • Context-driven testers choose their testing objectives, techniques, and deliverables (including test documentation) by looking first to the details of the specific situation, including the desires of the stakeholders who commissioned the testing. The essence of context-driven testing is project-appropriate application of skill and judgment. The Context-Driven School of testing places this approach to testing within a humanistic social and ethical framework.

    Ultimately, context-driven testing is about doing the best we can with what we get. Rather than trying to apply “best practices,” we accept that very different practices (even different definitions of common testing terms) will work best under different circumstances.
  • Context-Driven School: Core Beliefs
    Software is created by people.
    People set the context. Testing finds bugs.
    A bug is anything that could bug a stakeholder.
    Testing provides information to the project
    Testing is a skilled, mental activity
    Testing is multidisciplinary
    Key Question: What tests would be most valuable right now?
  • Context-Driven School
    Implications
    „ Expect changes. Adapt testing plans based on test results
    „ Unchallenged assumptions are dangerous.
    „ Pragmatism
    „ Effectiveness of test strategies can only be determined with field research
    „ Focus on skill over practice

    Most Prominent
    „ Commercial, Market-driven Software

    Authors
    „ Cem Kaner, Brian Marick, James Bach
  • Unit Tests
    " Used for test-driven development

    Implications
    " Developers must provide automation frameworks
    " Slow to appreciate value of exploratory testing

    Most Prevalent
    " IT Consulting
    " ASP Development

    Institutions
    " Pattern Workshops
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