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Metamorphic testing: A new student engagement approach for a new software testing paradigm

Conference Paper


Abstract


  • Software testing, as part of the software quality

    assurance processes in software engineering (SE), is seldom cited

    as the most engaging part of a software engineer’s training. In

    spite of its importance, it was often a neglected area, and only

    recently, with the adoption of more agile methodologies, has

    testing come to the fore. Testers face challenges, including the

    need to be able to identify when software is not behaving as

    expected. Metamorphic Testing (MT) first appeared twenty years

    ago in an effort to help testers facing the oracle problem (not

    having a mechanism to determine correct software behavior).

    Although MT is simple in concept, it has demonstrated very

    impressive fault-finding ability, and has recently been attracting a

    great deal of interest. Training students and practitioners to

    effectively apply MT has become an important goal, but to date,

    no textbook or guidelines have been made readily available. This

    paper, written by some of the leading voices in the MT

    community, is a sharing of some of the experiences, reflections

    and insights gained through teaching MT (and other related

    subjects). These experiences indicate that not only is MT effective

    in industry and at fault-finding, it has the potential to really

    engage students in creative SE classroom activities.

Authors


  •   Towey, Dave (external author)
  •   Liu, Huai (external author)
  •   Chen, Tsong Yueh (external author)
  •   Kuo, Diana (external author)
  •   Zhi Quan (George) Zhou

Publication Date


  • 2016

Citation


  • Towey, D., Liu, H., Chen, T., Kuo, F. & Zhou, Z. (2016). Metamorphic testing: A new student engagement approach for a new software testing paradigm. Proceedings of 2016 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) (pp. 218-228). United States: IEEE. 2016

Scopus Eid


  • 2-s2.0-85015152761

Ro Metadata Url


  • http://ro.uow.edu.au/eispapers1/144

Has Global Citation Frequency


Start Page


  • 218

End Page


  • 228

Place Of Publication


  • United States

Abstract


  • Software testing, as part of the software quality

    assurance processes in software engineering (SE), is seldom cited

    as the most engaging part of a software engineer’s training. In

    spite of its importance, it was often a neglected area, and only

    recently, with the adoption of more agile methodologies, has

    testing come to the fore. Testers face challenges, including the

    need to be able to identify when software is not behaving as

    expected. Metamorphic Testing (MT) first appeared twenty years

    ago in an effort to help testers facing the oracle problem (not

    having a mechanism to determine correct software behavior).

    Although MT is simple in concept, it has demonstrated very

    impressive fault-finding ability, and has recently been attracting a

    great deal of interest. Training students and practitioners to

    effectively apply MT has become an important goal, but to date,

    no textbook or guidelines have been made readily available. This

    paper, written by some of the leading voices in the MT

    community, is a sharing of some of the experiences, reflections

    and insights gained through teaching MT (and other related

    subjects). These experiences indicate that not only is MT effective

    in industry and at fault-finding, it has the potential to really

    engage students in creative SE classroom activities.

Authors


  •   Towey, Dave (external author)
  •   Liu, Huai (external author)
  •   Chen, Tsong Yueh (external author)
  •   Kuo, Diana (external author)
  •   Zhi Quan (George) Zhou

Publication Date


  • 2016

Citation


  • Towey, D., Liu, H., Chen, T., Kuo, F. & Zhou, Z. (2016). Metamorphic testing: A new student engagement approach for a new software testing paradigm. Proceedings of 2016 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) (pp. 218-228). United States: IEEE. 2016

Scopus Eid


  • 2-s2.0-85015152761

Ro Metadata Url


  • http://ro.uow.edu.au/eispapers1/144

Has Global Citation Frequency


Start Page


  • 218

End Page


  • 228

Place Of Publication


  • United States