VI sem ISE (A, B & C) Module II

Functional Testing
Chapter 5
Boundary Value Testing
 Boundary Value Analysis
 When the function F is implemented as a program of two input variables, the input
variables x1 and x2 will have some boundaries:
a ≤ x1 ≤ b
c ≤ x2 ≤ d
 The intervals [a, b] and [c, d] are referred to as the ranges of x1 and x2, (instead of domain)
so we have overloaded the term.
Figure: Input domain of a function of two variables

in
u d.
 Boundary value analysis focuses on the boundary of the input space to identify test cases.
The basis behind boundary value testing is that errors tend to occur near the extreme
lo
values of an input variable.
 The basic idea of boundary value analysis is to use input variable values at their minimum,
just above the minimum, a normal value, just below their maximum, and their
maximum as shown in figures below.
uc

 A commercially available testing tool (originally named T) generates such tests cases for a
properly specified program.
vt

 The boundary value analysis test cases for function F of two variables are as shown in table
and figure below.
Keep X1 at normal value and vary X2 Keep X2 at normal value and vary X1
<X1nom,X2min>,<X1nom, X2min+>, <X1nom, <X1min,X2nom>,<X1min+,X2nom>,<X1max-,
X2nom>,<X1nom,X2max->, <X1nom,X2max> X2nom>,<X1max,X2nom>

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VI sem ISE (A, B & C) Module II

 Generalizing boundary value analysis

 The basic boundary value analysis technique can be generalized in two ways:
 By the number of variables and the kinds of ranges.
 Generalizing the number of variables is easy. If we have a function of n variables, we
hold all but one at the normal values and let the remaining variable assume the Min,
min+, nom, max-, and max values, repeating this for each variable. Thus, for a function
of n variables, boundary value analysis yields 4n+1 unique test case.
 Boundary value analysis test cases for a function of two variables are shown below.
There are 4*2+1=9 unique test cases.
Figure: Boundary value analysis test cases for a function of two Variables

in
u d.
 Limitations of Boundary value analysis
 Boundary value analysis works well when the program is a function of several
independent variables that represent bounded physical quantities.
lo
 A quick look at the boundary value analysis test cases for next-date shows them to be
inadequate.
– For example, very little stress occurs on February and on leap years. The real
problem here is that interesting dependencies exist among the month, day, and
uc

year variables.
 Boundary value analysis assumes the variables to be truly on independent. Even so
boundary value analysis happens to catch end-of-month and end-of-year faults.
 Boundary value analysis test cases are derived from the extreme of bounded, independent
variables that refer to physical quantities, with no consideration of the nature of the
function, or of the semantic meaning of the variable.
vt

 When a variable refers to a physical quantity, such as temperature, pressure, air

speed, angle of attack, load and so forth, physical boundaries can be extremely
important.
 Robustness testing
 Robustness testing is a simple extension of boundary value Analysis. Here we add min- and
max+ values as additions.
 The boundary value analysis applies directly to robustness testing, especially the
generalizations and limitations. The most interesting part of the robustness testing is not with
the inputs, but with the expected outputs.
 The main value of robustness testing is that it forces attention on exception handling.

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VI sem ISE (A, B & C) Module II
Figure: Robustness test cases for a function of two Variables

 Worst-Case testing

in
 Boundary value analysis makes a single fault assumption of reliability theory.
 Rejecting single fault assumption, we are interested in what happens when more than one
variable has an extreme value. This is called worst case analysis.
 For each variable, we start with the five elements set that contain the min, min+, nom,

d.
max-, and max values.
 We then take the Cartesian product of the sets to generate test cases. Worst-Case testing
for a function of n variables generates 5n test cases. In this case 52= 5*5= 25 test
cases.
u
Figure: Worst-Case test cases for a function of two Variables
lo
uc
vt

 Robust Worst-case Testing

 Worst-case testing follows the generalization pattern of boundary value analysis.
 It also has the same limitations, particularly those related to independence.
 The best application for worst-case testing is where physical variables have numerous
interactions and where failure of the function is extremely costly.
 For really paranoid testing, we do robust worst- case testing. This involves Cartesian
product of the seven - elements sets we used in robustness testing resulting in 7n test
cases. Here we have 72=7*7=49 test cases

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VI sem ISE (A, B & C) Module II
Figure: Robust Worst-Case test cases for a function of two Variables

 Special value testing

 Special value testing is the most widely practiced form of functional testing.
 It is most intuitive with similar programs, and information about “soft spots” to device test
cases. We might also call this adhoc testing or “seat-of-the- pants” testing.

in
 No guidelines are used other than to use “best engineering judgment”. As a result, special
value testing is very dependent on the abilities of the tester.
 If an interested tester defines special value test cases for NextDate, we would see several test
cases involving February 28, February 29 and leap years. Even though special value testing is

d.
highly subjective, it often results in a set of test cases that is more effective in revealing
faults than the test cases generated by the other methods of software testing.

 Examples
u
 Test Cases for the Triangle Problem
 Table below contains Boundary Value Analysis Test Cases using 1-200 range. We have
lo
noticed that case 3, 8, 13 are identical, so two should be deleted.

Triangle Problem Boundary Value Analysis Test Cases

Case a b c Expected Output

uc

1 100 100 1 Isosceles

2 100 100 2 Isosceles
3 100 100 100 Equilateral
4 100 100 199 Isosceles
5 100 100 200 Not a Triangle
vt

6 100 1 100 Isosceles

7 100 2 100 Isosceles
8 100 100 100 Equilateral
9 100 199 100 Isosceles
10 100 200 100 Not a Triangle
11 1 100 100 Isosceles
12 2 100 100 Isosceles
13 100 100 100 Equilateral
14 199 100 100 Isosceles
15 200 100 100 Not a Triangle

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VI sem ISE (A, B & C) Module II
 Table below contains worst-case test cases in just “one corner” of the input space cube.
 Remaining values could be generated by setting values of ‘a’ to 2, 5, 199, 200.
 Each value of input ‘a’ generates 25 test cases in similar manner as given below and
there by 53 =125 cases can be generated.

Triangle Problem Worst-Case-Test Cases

Case a b c Expected Output
1 1 1 1 Equilateral
2 1 1 2 Not a Triangle
3 1 1 100 Not a Triangle
4 1 1 199 Not a Triangle
5 1 1 200 Not a Triangle

in
6 1 2 1 Not a Triangle
7 1 2 2 Isosceles
8 1 2 100 Not a Triangle
9 1 2 199 Not a Triangle

d.
10 1 2 200 Not a Triangle
11 1 100 1 Not a Triangle
12 1 100 2 Not a Triangle
13 1 100 100 Isosceles
u 14
15
1
1
100
100
199
200
Not a Triangle
Not a Triangle
16 1 199 1 Not a Triangle
lo
17 1 199 2 Not a Triangle
18 1 199 100 Not a Triangle
19 1 199 199 Isosceles
uc

20 1 199 200 Not a Triangle

21 1 200 1 Not a Triangle
22 1 200 2 Not a Triangle
23 1 200 100 Not a Triangle
24 1 200 199 Not a Triangle
vt

25 1 200 200 Isosceles

 Test Cases for the NextDate Problem

 Table below contains worst-case test cases in just “one corner” of the input space cube.
 Remaining values could be generated by setting values of input Month to 2, 6, 11 and 12.
 Each value of input Month generates 25 test cases in similar manner as given below and
thereby 53 =125 cases can be generated.

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VI sem ISE (A, B & C) Module II
NextDate Worst-Case Test Cases

Case Month Day Year Expected Output

1 1 1 1812 January 2,1812
2 1 1 1813 January 2,1813
3 1 1 1915 January 2,1915
4 1 1 2018 January 2,2018
5 1 1 2019 January 2,2019
6 1 2 1812 January 3,1812
7 1 2 1813 January 3,1813

in
8 1 2 1915 January 3,1915
9 1 2 2018 January 3,2018
10 1 2 2019 January 3,2019

d.
11 1 15 1812 January 16,1812
12 1 15 1813 January 16,1813
13 1 15 1915 January 16,1915
u 14
15
1
1
15
15
2018
2019
January 16,2018
January 16,2019
lo
16 1 30 1812 January 31,1812
17 1 30 1813 January 31,1813
18 1 30 1915 January 31,1915
uc

19 1 30 2018 January 31,2018

20 1 30 2019 January 31,2019
21 1 31 1812 February 1,1812
22 1 31 1813 February 1,1813
vt

23 1 31 1915 February 1,1915

24 1 31 2018 February 1,2018
25 1 31 2019 February 1,2019

 Test Cases for the Commission Problem

 The volume in below plane corresponds to sales below $1000 threshold. The volume
between two planes is the 15% commission range. Part of the reason for using the output
range is to determine test cases is that test cases from the input range are almost all in
the 20% zone.
 We want to find input variable combinations that stress the boundary values: $100,
$1000, $1800, and $7800 ie., min border points and max and then mid points.

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VI sem ISE (A, B & C) Module II
 Here is where it gets interesting; case 9 and case 17 are the border points. If we tweak
the input variables, we get values just below and just above the border.
Figure: Input space of the commission problem

in
1 1 1
d.
Commission Problem Output Boundary Value Analysis Test Cases
u
Case Locks Stocks Barrels Sales Commission

1 100 10
Comment

Output minimum
lo
2 1 1 2 125 12.5 Output minimum+
3 1 2 1 130 13 Output minimum+
4 2 1 1 145 14.5 Output minimum+
uc

5 5 5 5 500 50 Midpoint
6 10 10 9 975 97.5 Border point-
7 10 9 10 970 97 Border point-
8 9 10 10 955 95.5 Border point-
vt

9 10 10 10 1000 100 Border point

10 10 10 11 1025 103.75 Border point+
11 10 11 10 1030 104.5 Border point+
12 11 10 10 1045 106.75 Border point+
13 14 14 14 1400 160 Midpoint
14 18 18 17 1775 216.25 Border point-
15 18 17 18 1770 215.5 Border point-
16 17 18 18 1755 213.25 Border point-
17 18 18 18 1800 220 Border point

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VI sem ISE (A, B & C) Module II

18 18 18 19 1825 225 Border point+

19 18 19 18 1830 226 Border point+
20 19 18 18 1845 229 Border point+
21 48 48 48 4800 820 Midpoint
22 70 80 89 7775 1415 Output maximum-
23 70 79 90 7770 1414 Output maximum-
24 69 80 90 7755 1411 Output maximum-
25 70 80 90 7800 1420 Output maximum

in
Output special Value Test Cases
Case Locks Stocks Barrels Sales Commission Comment

1 10 11 9 1005 100.75 Border Point+

d.
2 18 17 19 1795 219.25 Border Point-
3 18 19 17 1805 221 Border Point+

 Random Testing
u
 Here, the idea is to generate random number to pick test cases rather than always choosing
min, min+, nom, max-, max values. The tables below are derived from a visual basic
lo
application that picks values for a bounded variable a ≤ x ≤ b as follows:
x=Int ((b-a+1) * Rnd+a)
Int: returns integer, Rnd: generates random numbers in the interval [0, 1]
 The program keeps generating random test cases until at least one of each output occurs.
uc

Random Test Cases for the Triangle Program

Test Cases Nontriangles Scalene Isosceles Equilateral
1289 663 593 32 1
15436 7696 7372 367 1
vt

17091 8556 8164 367 1

2603 1284 1252 66 1
6475 3197 3122 155 1
5978 2998 2850 129 1
9008 4447 4353 207 1
Percentage 49.83% 47.87% 2.29% 0.01%

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VI sem ISE (A, B & C) Module II
Random Test Cases for the Commission Program
Test Cases 10% 15% 20%
91 1 6 84
27 1 1 25
72 1 1 70
176 1 6 169
48 1 1 46
152 1 6 145
125 1 4 120
percentage 1.01% 3.62% 95.37%

in
Random Test Cases for the NextDate Program
Test Cases Days 1-30 of 31- Day 31 of 31- Days 1-29 of 30- Days 30 of 30-
Day Months Day Months Day Months Day Months
913 542 17 274 10

d.
1101 621 9 358 8
4201 2448 64 1242 46
1097 600 21 350 9
5853 3342 100 1804 82
3959
1436
u 2195
786
73
22
1252
456
42
13
Percentage 56.76% 1.65% 30.91% 1.13%
lo
Probability 56.45% 1.88% 31.18% 1.88%

Days 1-27 of Feb. 28 of a Feb. 28 of a Feb. 29 of a Impossible Days

uc

Feb. Leap Year Non-Leap Year Leap Year

45 1 1 1 22
83 1 1 1 19
312 1 8 3 77
vt

92 1 4 1 19
417 1 11 2 94
310 1 6 5 75
126 1 5 1 26
7.46% 0.04% 0.19% 0.08% 1.79%
7.26% 0.07% 0.20% 0.07% 1.01%

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VI sem ISE (A, B & C) Module II
 Advantages of BVA
 Very good at exposing potential user interface/user input problems.
 Very clear guide lines on determining test cases.
 Very small set of test cases are generated.

 Disadvantages of BVA
 Does not test all possible inputs.
 Does not test dependencies between combinations of inputs.

Chapter 6
Equivalence Class Testing
 Equivalence classes

in
 The important aspect of equivalence classes is that they form a partition of a set, where
partition refers to collection of mutually disjoint subsets, the union of which is the entire
set.
 This law has two important implications for testing:

d.
- The fact that the entire set is represented provides a form of completeness, and the
disjointedness ensures a form of non redundancy.
 The elements of a subset have something in common. The idea of equivalence class testing is
to identify test cases by using one element from each equivalence class.
 If the equivalences classes are chosen wisely, this greatly reduces the potential redundancy
u
among test cases.
 The key point in equivalence class testing is to choose the equivalence relation that
lo
determines the classes.
 We need the function that we have used in boundary value testing for the sake of
comprehensible drawings, which relates to a function F of two variables x1 and x2.
 When F is implemented as a program, the input variables x1 and x2 will have the following
uc

boundaries, and intervals within the boundaries:

a ≤ x1 ≤ d, with intervals [a, b) , [b, c) , [c, d]
e ≤ x2 ≤ g, with intervals [e, f), [f, g]
 Where square brackets and parentheses denote respectively, closed and open interval
endpoints. The intervals correspond to some distinction in the program being tested.
vt

 Weak Normal Equivalence Class Testing

 Weak normal equivalence class testing is accomplished by using one variable from each
equivalence class in a test case.
Figure: Weak normal equivalence class test cases.

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VI sem ISE (A, B & C) Module II
 These three test cases use one value from each equivalence class and identified in a
systematic way. In fact, we will always have the same number of equivalence class test
cases as classes in the partition with the largest number of subsets.

 Strong Normal Equivalence Class Testing

 Strong equivalence class testing is based on the multiple fault assumption, so we need
test cases from each element of the Cartesian product (3*2) of the equivalence classes
as shown in figure.
 Cartesian product guarantees that we have notion of completeness in two senses:
i) We cover all the equivalence classes.
ii) We have one of the each possible combination of inputs.
 The key to good equivalence class testing is the selection of the equivalence relation.
Figure: Strong normal equivalence class test cases.

in
u d.
 Weak Robust Equivalence Class Testing
 The name for this form is admittedly counterintuitive and oxymoronic.
- How can something be both weak and robust?
lo
 The robust part comes from consideration of invalid values.
 And weak part refers to the single fault assumption.
- For valid inputs, use one value from each valid class.
- For invalid inputs, a test case will have one invalid value and the remaining values
uc

will all be valid.

 Two problems occur with robust Equivalence Class Testing
- The first is that, very often, the specification does not define what the expected
output for an invalid input should be.
- The second problem is that, strongly typed languages eliminate the need for the
vt

consideration of invalid input.

Figure: Weak robust equivalence class test cases.

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VI sem ISE (A, B & C) Module II

 Strong Robust Equivalence Class Testing

 This form is neither counterintuitive nor oxymoronic, just redundant.
 The robust part comes from consideration of invalid values, and the strong part refers
to the multiple fault assumption.
 We obtain test cases from each element of the Cartesian product of all the equivalence
classes as shown in the figure below.
Figure: Strong robust equivalence class test cases.

in
d.
 Equivalence Class Test Cases for the Triangle Problem
 According to problem statement, four possible outputs can occur: Not a Triangle, Scalene,
Isosceles and Equilateral. We can use these to identify output equivalence classes as
follows:
u
R1= {< a, b, c >: the triangle with sides a, b, and c is equilateral}
R2= {< a, b, c >: the triangle with sides a, b, and c is isosceles}
lo
R3= {< a, b, c >: the triangle with sides a, b, and c is scalene}
R4= {< a, b, c >: sides a, b, and c do not form a triangle}

 Four weak normal equivalence class test cases, chosen arbitrarily from each class are:
uc

Test Case a b c Expected Output

WN1 5 5 5 equilateral
WN2 2 2 3 isosceles
WN3 3 4 5 scalene
WN4 4 1 2 Not a Triangle
vt

 Because no valid subintervals of variables a, b, and c exist, the strong normal equivalence
class test cases are identical to weak normal equivalence class test cases.
 Considering, the invalid values for a, b, and c yields the following additional weak robust
equivalence class test cases.

Test Case a b c Expected Output

WR1 -1 5 5 Value of a is not in the range of permitted values
WR2 5 -1 5 Value of b is not in the range of permitted values
WR3 5 5 -1 Value of c is not in the range of permitted values
WR4 11 5 5 Value of a is not in the range of permitted values
WR5 5 11 5 Value of b is not in the range of permitted values
WR6 5 5 11 Value of c is not in the range of permitted values

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VI sem ISE (A, B & C) Module II
 One “corner” of the cube in 3-space of the additional strong robust equivalence class test
cases.

Test Case a b c Expected Output

SR1 -1 5 5 Value of a is not in the range of permitted values
SR2 5 -1 5 Value of b is not in the range of permitted values
SR3 5 5 -1 Value of c is not in the range of permitted values
SR4 -1 -1 5 Value of a, b is not in the range of permitted values
SR5 5 -1 -1 Value of b, c is not in the range of permitted values
SR6 -1 5 -1 Value of a, c is not in the range of permitted values
SR7 -1 -1 -1 Value of a, b, c is not in the range of permitted values

 We can notice that how thoroughly the expected outputs describe the invalid inputs values.

in
 Equivalence class testing is clearly sensitive to the equivalence relation used to define
classes. If we base equivalence classes on the input domain, we obtain a richer set of test
cases.
 What are some of the possibilities for the three integers, a, b and c? They can all be equal,

d.
exactly one pair can be or none can be equal:
D1= {< a, b, c >: a = b = c}
D2= {< a, b, c >: a = b, a ≠ c}
D3= {< a, b, c >: a = c, a ≠ b}
D4= {< a, b, c >: b = c, a ≠ b}
u
D5= {< a, b, c >: a ≠ b, a ≠ c, b ≠ c}
 We can apply the triangle property to see if they even constitute a triangle.
D6= {< a, b, c >: a ≥ b+c}
lo
D7= {< a, b, c >: b ≥ a+c}
D8= {< a, b, c >: c ≥ a+b}

 If we want to be even more thorough, we could separate the “greater than or equal to” into
uc

two distinct cases; thus the set D6 would become:

= {< a, b, c >: a=b+c}
= {< a, b, c >: a>b+c} and similarly for D7 and D8.

 Equivalence Class Test Cases for the NextDate Function


vt

The NextDate function illustrates very well the craft of choosing the underlying equivalence
relation. NextDate is a function of three variables month, day and year and these have
intervals of valid classes defined as follows,
M1 = {month: 1 ≤ month ≤ 12}
D1 = {day: 1 ≤ day ≤ 31}
Y1 = {year: 1812 ≤ year ≤ 2019}
 The invalid equivalence classes are,
M2 = {month: month < 1}
M3 = {month: month > 12}
D2 = {day: day < 1}
D3 = {day: day > 31}
Y2 = {year: year < 1812}
Y3 = {year: year > 2019}

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VI sem ISE (A, B & C) Module II
 The number of valid classes equals the number of independent variables, only one weak
normal equivalence class test case occurs, and it is identical to the strong normal
equivalence class test case.

Case ID Month Day Year Expected Output

WN1, SN1 6 15 1915 6/16/1915

 Here is the full set of weak robust test cases:

Case ID Month Day Year Expected Output

WR1 6 15 1915 6/16/1915
WR2 -1 15 1915 Value of month not in the range 1..12
WR3 13 15 1915 Value of month not in the range 1..12

in
WR4 6 -1 1915 Value of day not in the range 1..31
WR5 6 32 1915 Value of day not in the range 1..31
WR6 6 15 1811 Value of year not in the range 1812..2019
WR7 6 15 2020 Value of year not in the range 1812..2019

 One corner of the cube in 3-space

cases:
Case ID Month Day Year
SR1
SR2
SR3
u
-1
6
6
15 1915
-1 1915
15 1811
d. of the additional strong robust equivalence class test

Expected Output
Value of month not in the range 1..12
Value of day not in the range 1..31
Value of year not in the range 1812..2019
lo
Value of month not in the range 1..12
SR4 -1 -1 1915
Value of day not in the range 1..31
Value of day not in the range 1..31
SR5 6 -1 1811
Value of year not in the range 1812..2019
uc

Value of month not in the range 1..12

SR6 -1 15 1811
Value of year not in the range 1812..2019
Value of month not in the range 1..12
SR7 -1 -1 1811 Value of day is not in the range 1..31
Value of year not in the range 1812..2019
vt

 If we more carefully choose the equivalence relation, the resulting equivalence classes will
be more useful.
 If it is not the last day of a month what must be done to an input date?
- The NextDate function will simply increment the day value.
- At the end of a month, the next day is 1 and the month is incremented.
- At the end of a year, both the day and month are reset to 1, and the year is
incremented.
 Finally, the problem of leap year makes determining the last day of a month is interesting.

With all above in mind, we might postulate the following equivalence classes:
M1 = {month: month has 30 days}
M2 = {month: month has 31 days}
M3 = {month: month is February}
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VI sem ISE (A, B & C) Module II
D1 = {day: 1≤ day ≤ 28}
D2 = {day: day=29}
D3 = {day: day=30}
D4 = {day: day=31}
Y1= {year: year = 2000}
Y2 = {year: year is a non-century leap year}
Y3 = {year: year is a common year}

 By having separate classes for 30 and 31 day months, we can simplify the question of the
last day of the month.
 By taking February as a separate class, we can give more attention to leap year questions.
 We can give special attention to day values: days in D1 are always incremented, while days
in D4 only have meaning for months in M2.

in
 Finally, we have three classes of years: the special case of the year 2000, leap years, and
non-leap years.

Note: This is not a perfect set of equivalence classes, but its use will reveal many potential

d.
errors.

 Equivalence Class Test Cases

 The following are weak equivalence class test cases. The inputs are selected from the
approximately middle value of the corresponding class.
u Case ID Month Day Year Expected Output
WN1 6 14 2000 6/15/2000
lo
WN2 7 29 1996 7/30/1996
WN3 2 30 2002 Invalid Input Date
WN4 6 31 2000 Invalid Input Date
uc

 The strong normal equivalence class test cases for the revised classes are,

Case ID Month Day Year Expected Output

SN1 6 14 2000 6/15/2000
SN2 6 14 1996 6/15/1996
SN3 6 14 2002 6/15/2002
vt

SN4 6 29 2000 6/30/2000

SN5 6 29 1996 6/30/1996
SN6 6 29 2002 6/30/2002
SN7 6 30 2000 7/1/2000
SN8 6 30 1996 7/1/1996
SN9 6 30 2002 7/1/2002
SN10 6 31 2000 Invalid Input Date
SN11 6 31 1996 Invalid Input Date
SN12 6 31 2002 Invalid Input Date
SN13 7 14 2000 7/15/2000
SN14 7 14 1996 7/15/1996
SN15 7 14 2002 7/15/2002

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VI sem ISE (A, B & C) Module II
SN16 7 29 2000 7/30/2000
SN17 7 29 1996 7/30/1996
SN18 7 29 2002 7/30/2002
SN19 7 30 2000 7/31/2000
SN20 7 30 1996 7/31/1996
SN21 7 30 2002 7/31/2002
SN22 7 31 2000 8/1/2000
SN23 7 31 1996 8/1/1996
SN24 7 31 2002 8/1/2002
SN25 2 14 2000 2/15/2000
SN26 2 14 1996 2/15/1996
SN27 2 14 2002 2/15/2002
SN28 2 29 2000 3/1/2000

in
SN29 2 29 1996 3/1/1996
SN30 2 29 2002 Invalid Input Date
SN31 2 30 2000 Invalid Input Date
SN32 2 30 1996 Invalid Input Date

d.
SN33 2 30 2002 Invalid Input Date
SN34 2 31 2000 Invalid Input Date
SN35 2 31 1996 Invalid Input Date
SN36 2 31 2002 Invalid Input Date
u
 When we move from weak to strong normal testing, issues of redundancy may arise.
 The move from weak to strong, whether with normal or robust classes, always makes
lo
the presumption of independence and this is reflected in the cross-product of the
equivalence classes.
 Three month classes times four day classes times three year classes (3*4*3=36) results
in 36 strong normal equivalence class test cases.
uc

 Adding two invalid classes for each variable (3+2 * 4+2 * 3+2) will result in 150 strong
robust equivalence class test cases ie., (5*6*5).

 Equivalence Class Test Cases for the Commission Problem

 The input domain of the commission problem is partitioned by the limits on locks, stocks,
vt

and barrels.
 These equivalence classes are exactly similar to be identified by traditional equivalence class
testing.
 The first class is the valid input and other two are invalid.
 The input domain equivalence classes lead to very unsatisfactory sets of test cases and
equivalence classes defined on the output range of the commission function will be an
improvement.
 The valid classes of the input variables are:
L1= {locks: 1 ≤ locks≤70}
L2= {locks= -1} (occurs if locks =-1 is used to control input iteration)
S1= {stocks: 1 ≤ stocks ≤ 80}
B1= {barrels: 1 ≤ barrels ≤ 90}

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VI sem ISE (A, B & C) Module II
 The corresponding invalid classes of the input variables are:
L3= {locks: locks=0 OR locks < -1}
L4= {locks: locks > 70}
S2= {stocks: stocks < 1}
S3= {stocks: stocks > 80}
B2= {barrels: barrels < 1}
B3= {barrels: barrels > 90}

 When a value of -1 is given for locks, the while loop terminates, and the values of
totalLocks, totalStocks, and total Barrels are used to compute sales, and then commission.
 Here, we will have exactly one weak normal equivalence class test case and it is identical to
the strong normal equivalence class test case.

Case ID Locks Stocks Barrels Expected Output

in
WN1, SN1 35 40 45 $3900

 Note that the case for locks = -1 just terminates the iteration. We will have eight weak
robust test cases.

d.
Case ID Locks Stocks Barrels Expected Output
WR1 10 10 10 $1000
WR2 -1 40 45 Input loop terminates
WR3 -2 40 45 Value of Locks not in the range 1..70
WR4
WR5
u
71
35
40
-1
45
45
Value of Locks not in the range 1..70
Value of Stocks not in the range 1..80
WR6 35 81 45 Value of Stocks not in the range 1..80
lo
WR7 35 40 -1 Value of Barrels not in the range 1..90
WR8 35 40 91 Value of Barrels not in the range 1..90
uc

 Finally, a corner of the cube will be in 3-space of the additional strong robust equivalence
class test cases:

Case ID Locks Stocks Barrels Expected Output

SR1 -2 40 45 Value of Locks not in the range 1..70
SR2 35 -1 45 Value of Stocks not in the range 1..80
vt

SR3 35 40 -1 Value of Barrels not in the range 1..90

Value of Locks not in the range 1..70
SR4 -2 -1 45
Value of Stocks not in the range 1..80
Value of Locks not in the range 1..70
SR5 -2 40 -1
Value of Barrels not in the range 1..90
Value of Stocks not in the range 1..80
SR6 35 -1 -1
Value of Barrels not in the range 1..90
Value of Locks not in the range 1..70
SR7 -2 -1 -1 Value of Stocks not in the range 1..80
Value of Barrels not in the range 1..90

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VI sem ISE (A, B & C) Module II

 Output Range Equivalence Class Test Cases

 We can get some help by considering equivalence classes defined on the output range. It
is a function of the number of locks, stocks, and barrels sold.

Sales=45 * locks + 30 * stocks + 25 * barrels

 We could define equivalence classes of three variables by commission ranges:

S1 = {<locks, stocks, barrels >: sales ≤ 1000}

S2 = {<locks, stocks, barrels >: 1000< sales ≤ 1800}
S3 = {<locks, stocks, barrels >: sales > 1800}

 Figure below helps us get a better feel for the input space.
 Elements of S1 are points with integer coordinates in the pyramid near the origin.

in
 Elements of S2 are points in the triangular slice between the pyramid and the rest of the
input space.
 Finally, elements of S3 are all those points in the rectangular volume.
 All the error cases found by the strong equivalence classes of the input domain are not in

d.
S1 or S2.
 All error cases found by the strong equivalence classes of the input domain are outside of
the rectangular space shown in figure below.
Figure: Input space of the commission problem
u
lo
uc

 Output test cases give us some sense that we are exercising important parts of the
problem. We might want to add some boundary checking, just to make sure the transitions
at sales of $1000 and $1800 are correct. This is not particularly easy because we can only
vt

choose values of locks, stocks, barrels.

Test Case Locks Stocks Barrels Sales Commission

OR1 5 5 5 500 50
OR2 15 15 15 1500 175
OR3 25 25 25 2500 360

 Advantages
 Equivalence partitions are designed so that every possible input belongs to one and only
one equivalence partition.
 It is appropriate when input data is defined in terms of intervals and sets of discrete
value.
 It is used when program function is complex.
HN, RSG & KTC, ISE, RNSIT 2022 Page 57
VI sem ISE (A, B & C) Module II
 Strong and weak classes helps to distinguish between progression and regression
testing.

 Disadvantages
 Doesn’t test every input.
 No guide lines for choosing inputs.
 Several tries may be needed before the right equivalence relation is discovered.

 Guidelines and Observations

1. The weak forms of equivalence class testing (normal or robust) are not as comprehensive as
the corresponding strong forms.
2. If the implementation language is strongly typed, it makes no sense to use the robust forms.

in
3. If error conditions are of high priority, the robust forms are appropriate.
4. Equivalence class testing is appropriate when input data is defined in terms of intervals and
sets of discrete values. This is certainly the case when system malfunctions can occur for
out-of-limit variable values.
5. Equivalence class testing is strengthened by a hybrid approach with boundary value

d.
testing.
6. Equivalence class testing is indicated when the program function is complex. In such cases,
the complexity of the function can help identify useful equivalence classes, as in the
NextDate function.
u
7. Strong equivalence class testing makes a presumption that the variables are independent,
and the corresponding multiplication of test cases raises issues of redundancy. If any
dependencies occur, they will often generate “error” test cases.
lo
8. Several tries may be needed before the “right” equivalence relation is discovered. This is
sometimes known as the “competent programmer hypothesis”.
9. The difference between the strong and weak forms of equivalence class testing is helpful in
the distinction between progression and regression testing.
uc

Chapter 7
Decision Table – Based Testing
 Decision tables
vt

 Functional testing based on decision tables are most rigorous because decision tables
enforce logical rigor.
 Decision tables have been used to represent and analyze complex logical relationships.
They are ideal for describing situations in which a number of combinations of action are
taken under varying sets of conditions.
 A decision Table has four portions: the left- most columns is the stub portion; to the right
is the entry portion. The condition portion is noticed by c’s, action portion is noted as a’s.
They are referred as condition stub, condition entries, action stub, and action entries.
 When we have binary conditions (true/false, yes/no, 0/1), the condition portion of a
decision table is truth table that has been rotated 900. This structure guarantees that we
consider every possible combination of condition values.
 Rules indicate which action, if any, are taken for the circumstances (pre-conditions)

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VI sem ISE (A, B & C) Module II
indicated in the condition portion of the rule.
 Decision tables in which all the conditions are binary are called limited entry decision
tables. If conditions are allowed to have several values, the resulting tables are called
extended entry decision tables.
 We use decision tables for test case identification. This completeness property of a decision
table guarantees a form of complete testing.
 Decision tables are declarative that conditions and actions follow no particular order.
 The Portion of a Decision table is shown below,

Stub Rule1 Rule2 Rule3,4 Rule5 Rule6 Rule7,8

C1 T T T F F F
C2 T T F T T F
C3 T F - T F -

in
A1 X X X
A2 X X
A3 X X
A4 X X

 Technique
u d.
 To identify test cases with decision tables, we interpret conditions as inputs and actions
as outputs. Sometimes conditions end up referring to equivalence classes of inputs, and
actions refer to major functional processing portions of the item tested.
 The rules are then interpreted as test cases.
 The Decision Table for the Triangle Problem is as shown below,
lo
R1 R2 R3 R4 R5 R6 R7 R8 R9
C1:a,b,c form a triangle F T T T T T T T T
C2: a=b? - T T T T F F F F
uc

C3: a=c? - T T F F T T F F
C4: b=c? - T F T F T F T F
A1: Not a Triangle X
A2:Scalene X
A3: Isosceles X X X
A4: Equilateral X
vt

A5:Impossible X X X

 Refined Decision Table for the Triangle Problem (*) is as shown below,

R1 R2 R3 R4 R5 R6 R7 R8 R9 R10 R11
C1: a < b+c? F T T T T T T T T T T
C2: b < a+c? - F T T T T T T T T T
C3: c < a+b? - - F T T T T T T T T
C4: a=b? - - - T T T T F F F F
C5: a=c? - - - T T F F T T F F
C6: b=c? - - - T F T F T F T F
A1 : Not a Triangle X X X
A2 : Scalene X

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VI sem ISE (A, B & C) Module II
A3 : Isosceles X X X
A4 : Equilateral X
A5 : Impossible X X X

 The above decision table illustrates another consideration related to technique:

 The choice of conditions can greatly expand the size of a decision table.
- We expanded the old condition (c1: a, b, c form a triangle?) to a more detailed view
of the three inequalities of the triangle property.
- If any one of these fails, the three integers do not constitute sides of a triangle.
 Use of don’t care entries
 Use of don’t care entries has a slight effect on the way in which complete decision
tables are recognized. For limited entry decision tables, if n conditions exist, there
must be 2n rules. When don’t care entries really indicate that the condition is

in
irrelevant, we can develop a rule count as follows:
 Rules in which don’t care entries do not occur count as one rule and
 Each don’t care entry in a rule doubles the count of that rule in power of 2.

d.
 Decision Table for above Table (previous page (*)) with Rule Counts

R1 R2 R3 R4 R5 R6 R7 R8 R9 R10 R11
C1 : a < b+c? F T T T T T T T T T T
C2 : b < a+c? - F T T T T T T T T T

C4 : a=b?
u
C3 : c < a +b? -
-
-
-
F
-
T
T
T
T
T
T
T
T
T
F
T
F
T
F
T
F
C5 : a=c? - - - T T F F T T F F
lo
C6 : b=c? - - - T F T F T F T F
Rule count 32 16 8 1 1 1 1 1 1 1 1
A1 : Not a
X X X
Triangle
uc

A2 : Scalene X
A3 : Isosceles X X X
A4 : Equilateral X
A5 : Impossible X X X
vt

 Decision Table with Mutually Exclusive Conditions for NextDate

R1 R2 R3
Conditions
C1: month in M1? T - -
C2: month in M2? - T -
C3: month in M3? - - T
A1
A2
A3

 If we apply this simplistic algorithm to the above decision table we get rule counts shown in
table below. But the actual rule count is 23=8 but 12 rules are generated. By expanding the

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VI sem ISE (A, B & C) Module II
table and removing the redundant rules we can reduce to 8 rules. If we have redundant
rules and the actions are different, then those rules are called inconsistent rules. If decision
table contains inconsistent rules, then the table is called nondeterministic decision table.

C1 : month in M1 T - -
C2 : month in M2 - T -
C3 : month in M3 - - T
Rule count 4 4 4
A1

 Test Cases for the Triangle Problem

Case ID a b c Expected Output

in
DT1 4 1 2 Not a Triangle
DT2 1 4 2 Not a Triangle
DT3 1 2 4 Not a Triangle
DT4 5 5 5 Equilateral

d.
DT5 ? ? ? Impossible
DT6 ? ? ? Impossible
DT7 2 2 3 Isosceles
DT8 ? ? ? Impossible
DT9 2 3 2 Isosceles
u DT10
DT11
3 2 2 Isosceles
3 4 5 Scalene
lo
 Using the above decision table (*), we obtain 11 functional test cases:
 3 ways to fail the triangle property and
 1 way to get an equilateral triangle
 3 impossible cases
 3 ways to get an isosceles triangle
uc

 1 way to get a scalene triangle

 Test case for the Next Date Function

 The Next Date function illustrates the problem of dependencies in the input domain.

vt

This makes it a perfect example for decision table based testing, because decision tables can
highlight such dependencies.
 The decision table format lets us emphasize such dependencies using the notion of the
“impossible” action to denote impossible combination of conditions which are actually
impossible rules.

 First Try
Consider the following set of equivalence classes
M1 = {month: month has 30 days}
M2 = {month: month has 31 days}
M3 = {month: month is February}

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VI sem ISE (A, B & C) Module II
D1 = {day: 1 ≤ day ≤ 28}
D2 = {day: day = 29}
D3 = {day: day = 30}
D4 = {day: day = 31}
Y1 = {year: year is a leap year}
Y2 = {year: year is not a leap year}

 To highlight impossible combinations, we could make a limited entry decision table

with the following condition and actions as shown in below table. The year class is
collapsed into one condition. This decision table will have 256 rules, many of which will
be impossible.
First Try Decision Table with 256 Rules
Conditions

in
C1: month in M1? T
C2: month in M2? T
C3: month in M3? T
C4: day in D1?
C5: day in D2?

d.
C6: day in D3?
C7: day in D4?
C8 : year in Y1
A1 : Impossible
u A2 : next date

 If we want to show why these rules are impossible we might revise our actions as follows,
lo
A1: Day invalid for this month
A2: cannot happen in a non – leap year
A3: compute the next date

 Second Try
uc

 If we focus on leap year aspect of the NextDate function; we could use the set of
equivalence classes. These classes have a Cartesian product that contains 36 entries, with
several that are impossible.
 Here, Y2 is the set of years between 1812 and 2019, excluding the year 2000.
M1= {month: month has 30 days}
vt

M2= {month: month has 31 days}

M3= {month: month is February}
D1= {day: 1 ≤ day ≤ 28}
D2= {day: day=29}
D3= {day: day=30}
D4= {day: day=31}
Y1= {year: year=2000}
Y2= {year: year is a Non-century leap year}
Y3= {year: year is a common year}
 To produce the next date of a given date, only five possible manipulations can be used;
incrementing and resetting the day and month and incrementing the year.
 These conditions would result in a decision table with 36 rules (3*4*3) that correspond to

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VI sem ISE (A, B & C) Module II
the Cartesian product of the equivalence classes.
 Combining rules with don’t care entries yield the decision table as shown below.
 We still have the problem with logically impossible rules, but this formulation helps us
identify the expected outputs of a test case.

Second Try Decision Table with 36 Rules

1 2 3 4 5 6 7 8
C1 : month in M1 M1 M1 M1 M2 M2 M2 M2
C2 : day in D1 D2 D3 D4 D1 D2 D3 D4
C3 : year in - - - - - - - -
Rule count 3 3 3 3 3 3 3 3
Actions
A1 : Impossible X

in
A2 : Increment day X X X X X
A3 : reset day X X
A4 : Increment month X ?
A5 : reset month ?

d.
A6 : Increment year ?

9 10 11 12 13 14 15 16
C1 : month in M3 M3 M3 M3 M3 M3 M3 M3
u
C2 : day in
C3 : year in
D1 D1 D1 D2 D2 D2 D3 D4
Y1 Y2 Y3 Y1 Y2 Y3 - -
Rule count 1 1 1 1 1 1 3 3
lo
Actions
A1 : Impossible X X X
A2 : Increment day X X
A3 : reset day X X X
uc

A4 : Increment month X X X
A5 : reset month
A6 : Increment year

 Third try
vt

 We can clear up the end-of-year consideration with a third set of equivalent classes. This
time, we are very specific about days and month, and we revert to the simpler leap year or
non-leap year condition of the first try, so the year 2000 gets no special attention.
M1= {month: month has 30 days}
M2= {month: month has 31 days except December}
M3= {month: month is December}
M4= {month: month is February}
D1= {day: 1 ≤ day ≤ 27}
D2= {day: day = 28}
D3= {day: day =29}
D4= {day: day =30}
D5= {day: day= 31}

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VI sem ISE (A, B & C) Module II
Y1= {year: year is a leap year}
Y2= {year: year is a common year}
 The Cartesian product of these contains 40 (4*5*2) elements. The result of combining
rules with don’t care entries is given and it has 22 rules.
 We have a 22-rule decision table that gives a clear picture of the NextDate function than
the second try decision table.
 The first five rules 1 to 5 deal with 30-day month. The next two sets of rules 6 to 15 deal
with 31-day months where rules 6 to 10 are 31 days months and rules 11 to 15 are of
December month.
 Rules 16 to 22 deals with February month.

Decision Table for the Next Date Function

1 2 3 4 5 6 7 8 9 10

in
C1 : month in M1 M1 M1 M1 M1 M2 M2 M2 M2 M2
C2 : day in D1 D2 D3 D4 D5 D1 D2 D3 D4 D5
C3 : year in - - - - - - - - - -
Rule count

d.
Actions
A1 : Impossible X
A2 : Increment day X X X X X X X
A3 : reset day X X
u
A4 : Increment month X X
A5 : reset month
lo
A6 : Increment year

11 12 13 14 15 16 17 18 19 20 21 22
C1 : month in M3 M3 M3 M3 M3 M4 M4 M4 M4 M4 M4 M4
uc

C2 : day in D1 D2 D3 D4 D5 D1 D2 D2 D3 D3 D4 D5
C3 : year in - - - - - - Y1 Y2 Y1 Y2 - -
Rule count
Actions
A1 : Impossible X X X
vt

A2 : Increment day X X X X X X
A3 : reset day X X X
A4 : Increment month X X
A5 : reset month X
A6 : Increment year X

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VI sem ISE (A, B & C) Module II
Reduced Decision Table for the Next Date Function
1-3 4 5 6-9 10
C1 : month in M1 M1 M1 M2 M2
C2 : day in D1,D2,D3 D4 D5 D1,D2,D3,D4 D5
C3 : year in - - - - -
Rule count
Actions
A1 : Impossible X
A2 : Increment day X X
A3 : reset day X X
A4 : Increment month X X
A5 : reset month
A6 : Increment year

in
11-14 15 16 17 18 19 20 21,22
C1 : month in M3 M3 M4 M4 M4 M4 M4 M4
C2 : day in D1,D2,D3,D4 D5 D1 D2 D2 D3 D3 D4,D5

d.
C3 : year in - - - Y1 Y2 Y1 Y2 -
Rule count
Actions
A1 : Impossible X X
A2 : Increment day X X X
u
A3 : reset day
A4 : Increment month
X X
X
X
X
A5 : reset month X
lo
A6 : Increment year X

Decision Table Test Cases for the Next Date

Case ID Month Day Year Expected Output
uc

1-3 April 15 2001 April 16, 2001

4 April 30 2001 May 1, 2001
5 April 31 2001 Invalid Input Date
6-9 January 15 2001 January 16, 2001
10 January 31 2001 February 1, 2001
vt

11-14 December 15 2001 December 16, 2001

15 December 31 2001 January 1, 2002
16 February 15 2001 February 16, 2001
17 February 28 2004 February 29, 2004
18 February 28 2001 March 1, 2001
19 February 29 2004 March 1, 2004
20 February 29 2001 Invalid Input Date
21,22 February 30 2001 Invalid Input Date

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VI sem ISE (A, B & C) Module II

 Test case for commission problem

 The commission problem is not well served by a decision table analysis. This is not surprising
because very little decisional logic is used in the problem.
 Because the variables in the equivalence classes are truly independent, no impossible rules
will occur in a decision table in which conditions correspond to the equivalence classes.

Note: But could be done in the following manner (own solution)

The valid classes of the input variables are:
L1= {locks=-1} (occurs if locks =-1 is used to control input iteration)
L2= {locks: 1 ≤ locks ≤ 70}
S1= {stocks: 1 ≤ stocks ≤ 80}
B1= {barrels: 1 ≤ barrels ≤ 90}

in
Input data decision Table
RULES R1 R2 R3 R4 R5 R6 R7 R8 R9
C1: Locks = -1 T F F F F F F F F
C2 : 1 ≤ Locks ≤ 70 - T T F T F F F T
Conditions

d.
C3 : 1 ≤ Stocks ≤ 80 - T F T F T F F T
C4 : 1 ≤ Barrels ≤ 90 - F T T F F T F T
A1 : Terminate the input loop X
A2 : Invalid locks input X X X X
A3 : Invalid stocks input X X X X

Actions
u
A4 : Invalid barrels input
A5 : Calculate total locks, stocks and
X

X X X
X

X
X

X X
X

X
barrels
lo
A6 : Calculate Sales X
A7: proceed to commission decision table X
Rule Count 8 1 1 1 1 1 1 1 1
uc

Commission calculation Decision Table

Precondition : lock = -1
RULES R1 R2 R3 R4
C1 : Sales = 0 T F F F
C2 : Sales > 0 AND Sales ≤ 1000 T F F
Condition
C3 : Sales ≥ 1001 AND sales ≤ 1800 T F
vt

C4 : sales ≥1801 T
A1 : Terminate the program X
A2 : comm= 10%*sales X
Actions A3 : comm = 10%*1000 + (sales-1000)*15% X
A4 : comm = 10%*1000 + 15% *
800 + (sales-1800)*20% X

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VI sem ISE (A, B & C) Module II
Commission Problem -Decision Table Test cases for input data
Precondition: Initial Value: Total Locks= 0, Total Stocks=0 and Total Barrels=0

Case Input Data

Description Expected Output
Id Locks Stocks Barrels

Terminate the input loop. Check for sales,

1 Enter the value of Locks= -1 -1 if(sales=0) exit from program, else
calculate commission.
Total of locks, stocks is updated if it is
Enter the valid input for
within a precondition limit and Should
2 locks and stocks and invalid 20 30 -5
display value of barrels is not in the range
for barrels
1..90.
Total of locks, barrels is updated if it is
Enter the valid input for

in
within a precondition limit and Should
3 locks and barrels and 15 -2 45
display value of stocks is not in the range
invalid for stocks
1..80.
Total of stocks , barrels is updated if it is
Enter the valid input for
within a precondition limit and Should

d.
4 stocks and barrels and -4 15 16
display value of locks is not in the range
invalid for locks
1..70
Total of locks is updated if it is within a
Enter the valid input for precondition limit and (i) Should display
5
u
locks and invalid value for
stocks and barrels
15 81 100 value of stocks is not in the range 1..80.
(ii) Should display value of barrels is not in
the range 1..90.
lo
Total of stocks is updated if it is within a
Enter the valid input for precondition limit and (i) Should display
6 stocks and invalid value for 88 20 99 value of locks is not in the range 1..70.
locks and barrels (ii) Should display value of barrels is not in
uc

the range 1..90.

Total of barrels is updated if it is within a
Enter the valid input for precondition limit and (i) Should display
7 barrels and invalid value 100 200 25 value of locks is not in the range 1..70
for locks and stocks (ii) Should display value of stocks is not in
the range 1..80
vt

(i) Should display value of locks is not in

the range 1..70. (ii) Should display value of
Enter the invalid input for
8 -5 400 -9 stocks is not in the range 1..80 (iii) Should
locks, stocks and barrels
display value of barrels in not in the range
1..90.
Total of locks, stocks and barrels is
Enter the valid input for updated if it is within a precondition limit
9
locks, stocks and barrels 15 20 25 and calculates the sales and proceeds to
commission.

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VI sem ISE (A, B & C) Module II
Commission Problem -Decision Table Test cases for commission calculation
Precondition : Locks = -1

in
d.
 Applications of where Decision Tables are used
 Where prominent if-then-else-logic.
 Logical relationships among input variables.
 Calculations involving subsets of the input variables.
 Cause-and-effect relationships between inputs and outputs.
u
 High cyclomatic complexity
lo
 Advantages of Decision Tables
 Decision tables are precise and compact way to model complicated logic.
 Testing also works iteratively. The table that is drawn in the first iteration acts as a
stepping stone to derive new decision table(s).
uc

 These tables guarantee that we consider every possible combination of condition values.
This is known as its "completeness property". This property promises a form of
complete testing as compared to other techniques.
 Decision tables are declarative. There is no particular order for conditions and actions to
occur.
vt

 Disadvantages of Decision Tables

 Decision tables do not scale up well. We need to "factor" large tables into smaller ones to
remove redundancy.

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VI sem ISE (A, B & C) Module II

Module II
1. What do you mean by Boundary value Analysis (BVA)? Explain the same with diagrams.
2. Explain how we introduce Robustness to BVA with diagram.
3. Discuss about Worst-case Testing in case Boundary Value Testing. How Robustness can be
introduced here with diagram.
4. Give conditions and generate BVA test cases and discuss test cases for triangle problem.
5. Give conditions and generate BVA worst case test case and discuss on the same for triangle
problem.
6. Generate robust test cases for triangle problem with BVA.
7. Give BVA test cases for Next Date problem with conditions.

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8. Give worst case test cases for the Next Date problem along with conditions.
9. Give set of test cases for commission problem based on output boundary value analysis with
conditions.
10. What are the Advantages and Disadvantages of BVA.

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11. Explain equivalence class testing with relevant diagrams.
12. What do you mean by Weak normal equivalence class testing, explain with diagram.
13. What do you mean by strong normal equivalence class testing, explain with diagram.
14. What do you mean by weak robust equivalence class testing, explain with diagram.
15. What do you mean by strong robust equivalence class testing, explain with diagram.
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16. Give test cases for the triangle problem with conditions on output/input for WNs, WRs, SRs
with equivalence class testing.
17. Give WN, WR, SR test cases for Next Date problem.
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18. What do you mean by Fault-Based testing? What are the assumptions made in Fault-Based
testing? Explain.
19. What is Mutation Analysis? Explain Mutation Analysis with an appropriate example?
20. Explain Fault-Based Adequacy criteria.
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21. What are different types of Mutation Analysis? Explain them.

Module II (VTU Question papers)

1. What are the limitations of boundary value analyses?
2. Differentiate between weak strong robust equivalence class testing and strong robust
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equivalence class testing with an example.

3. Explain about decision table. Construct decision table of the triangle problem. It accepts three
integers a, b and c as 3 sides input and outputs 3 types of triangle: equilateral, Scalene,
Isosceles or not a triangle and satisfy the following conditions a < b+c, b < a+c and c < a+b.
4. Explain: i) boundary value testing ii) equivalence class testing iii) decision table based
testing.
5. Explain in detail worst-case testing with an example.
6. Justify the usage of boundary value analysis with function of two variables and highlight the
limitations of boundary value analysis.
7. Explain weak normal and strong robust equivalence class testing with next date problem as an
example.
8. Discuss the usage of decision table method to device test cases with example of commission
problem and triangle problem.

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VI sem ISE (A, B & C) Module II
9. Develop a formula for the number of robust worst case test cases for a function of two
variables.
10. Explain basic decision table terms.
11. Briefly explain weak normal and strong robust equivalence class testing with an example.
12. Write a short note on random testing.
13. Explain overview of assumptions in fault-based testing.
14. Explain in detail, mutation analysis and variations on mutation testing.
15. Define below terms with respect to fault based-testing:
(a) Original program (c) program location.
(b) Alternate expression (d) alternate program.
16. Explain mutation analysis software fault based testing.
17. List and explain the fault-based adequacy criteria.
18. Explain hardware fault-based testing.

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19. Give BVA test cases for triangle problem.
20. Briefly explain the variants of equivalence class testing. Derive equivalence class test cases
for NextDate problem.

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HN, RSG & KTC, ISE, RNSIT 2022 Page 77