系統測試的教導模式對測試行為之影響

Effects of System Testing Models on Testing Performances

本研究的目的在探討不同的系統測試教導模式對測試行為的影響。實驗一共有79個大學生被隨機分派至三個系統測試的教導情境（正向測試、正+負向測試、控制組）。其中正向測試是專家系統中所常用的以法則的正向描述為推論基礎的教導模式；正向+負向測試則是除了法則的正向測試之外還要進行負向（另有法則）測試；控制組則是沒有任何的教導。在經過三次練習後，受試者即按照㈻到的測試策略進行系統測試的作業。結果顯示，使用正向+負向測試的受試者所測試的法則涵蓋面較廣，且可由負向測試產生可削弱原先法則的負向測試案例；代價則是較長的解題時間、在進行負向測試時可能犯錯、以及對自己的測試正確性信心較低。相對上，正向測試組雖可以系統法則來引導測試，在測試涵蓋面上僅與控制組較相似，且主要都是正向的測試，控制組的測試活動則主要是在案例層次。此結果顯示，以正向法則為推理基礎的教導模式若能輔以負向法則測試的教導，則可以引導受試者在正向的證真測試之外也從事可以削弱系統法則的負向測試。實驗二修訂了實驗一的部分程序，並以新的受試者及實驗材料重現了實驗一的發現。

In Experiment 1, 79 college students were randomly assigned to one of three system-testing instructional models (positive test, positive + negative test and control) to work on 5 system-testing tasks. With 3 practice items, students in the positive test, positive + negative test conditions received instructions and practiced on the system-testing model assigned to them before they worked on the remaining 2 system-testing tasks. Students in the control group practiced on the same 3 practice items without any specific instructions. Results showed that students who received positive + negative test model formulated more correct testing rules, and were able to apply testing instances inconsistent with system’s rules. However, the positive + negative test model also required more time to formulate the test plan and produced more errors during negative test. In contrast, subjects who received only the positive test model performed in a manner similar to the control group. Experiment 2 replicated the findings of Experiment 1 with different system-testing tasks and modified experimental procedures. Results of the present study showed that positive + negative test model could be employed to enhance the use of falsifying instances in system testing.