bigpo.ru
добавить свой файл
  1 ... 6 7 8 9

Assignment 4 Exploratory Attacks


  • This is the fourth of five assignments.

  • This is a good assignment for discovering bugs. Remember that if you want bonus points, the bugs MUST be in the database (and I must be notified of it) by December 6 (CSE 4431) or December 8 (SWE 5410). Please feel free to take a bug to a replicator as soon as you have written it up. Enter the bug into IssueZilla when you feel it is good enough to enter (whether you have taken it to a replicator or not). Then send me a note with the bug report or with a pointer to it.

  • Conduct at least 4 tests of the OpenOffice Word Processing feature, involving one attack from each class of attack:

    • Input constraints

    • Output constraints

    • Storage constraints

    • Computation

  • Do NOT do these tests on an embedded spreadsheet in OpenOffice.

  • For each test,

    • explain why your test is a particularly powerful example of that kind of attack. (That is, explain why this test is better than other, similar tests that you could derive from the same type of attack.)

    • Explain why your attack is a member of the class (input / output / storage / computation) that claim for it.

    • If you find a bug, please report it in the bug tracking database.

  • I encourage you to do this assignment with a (one) partner. Creative testing works better in pairs.

  • The usual collaboration rules apply--if two of you work together, you should hand in eight tests, two from each category.

Assignment 5 Test Automation Requirements


  • Do this question in collaboration with one other student.

  • Imagine that you are on the OpenOffice testing team as a full-time staff member. You are asked to use a GUI automation tool, such as WinRunner, Silk, or QA Robot, to automate some or all of the testing of OpenOffice Word.

  • Read “Avoiding Shelfware”, “Architectures of Test Automation” and the other papers on test automation on the Blackboard site.

  • Consider any ten of the “Twenty-Seven Questions About Requirements” discussed in Avoiding Shelfware. To the best of your ability (sometimes you will make and state reasonable assumptions rather than doing extensive research), answer those ten questions and for each one, explain how that answer would influence your decisions as to what to automate, how to automate, and when in the project to automate it. (Note: you should consider 10 questions whether you work alone or with one other student.)



1 This work was supported by National Science Foundation grant EIA-0113539 ITR/SY+PE "Improving the Education of Software Testers.".

2 Cem Kaner is a Professor of Software Engineering at the Florida Institute of Technology in Melbourne Florida. The author acknowledges the assistance of Ajay Jha, Becky Fiedler and Pat McGee in preparing parts of this material and the longer term contributions of James Bach.

3 “Encouraging students to study together” includes setting up two to three study sessions before each test--I supply coffee and chocolates or pay for breakfast at the local café while the students study together. I’m available to facilitate the discussion when students get stuck or have apparently irreconcilably conflicting views, but I don’t provide the answers. Along with getting the students to work together--something that many computer science students are not used to doing, this has a positive effect on morale.

4 There are plenty of online resources for law students who are learning how to write essay exams, such as

  • Martha Peters, “A General Plan for Exams,” University of Iowa College of Law Academic Achievement Program, http://www.uiowa.edu/~aap001/examwrite.html, viewed 2/3/03.

  • Carolyn Nygren, “Legal Learning for Bar Candidates -- Bar Exam”, http://www.findlaw.com/studyskills/3_bar_candidates.html, viewed 2/3/03.

  • Gregory Berry, “Rules of Effective Examsmanship for Law Students,” School of Law, Howard University, http://www.law.howard.edu/faculty/pages/berry/advice/examtips.htm, viewed 2/3/03.

In addition, many books coach law students on exam preparation and writing skills.

5 Two examples of University website guides to essay questions are:

  • Writing@CSU Writing Guide: “Answering Exam Questions,” http://writing.colostate.edu/references/processes/exams, viewed 2/3/03.

  • University of Durham Undergraduate Information Site, “Advice on Answering Exam Questions,” http://www.dur.ac.uk/biological.sciences/Undergraduate/ugexampage2.htm

These are tip-of-the-iceberg examples. Searches on www.dogpile.com or www.google.com on phrases like “essay exam strategy” and “call of the question” yield thousands of links.

6 See Cem Kaner, James Bach & Bret Pettichord, Lessons Learned in Software Testing, Wiley, 2002, chapter 6.

Cem Kaner Assessment in the Software Testing Course Page


<< предыдущая страница