How Long To Learn Software Testing

[Mertie Oldow]

Im a graduate trainee at a software company. They told me to learn unit testing and write unit tests for a project that has 3000 lines and 35 classes approximately in 3 weeks. I did read Art of Unit Testing in 2 days and getting used to unit tests took another day already. You think it is doable?

In this case the hardest part is going to be getting familiar with the code to understand what each method should be doing, rather than what the code says the code is doing. It makes no sense to test for bugs if you are writing the tests to pass with the current code. (This point goes back to the fact that the unit tests should be written before/during).

You are probably going to end up getting a good percentage for code coverage, but you will probably end up missing some code execution paths and edge cases that should/would have been addressed when the methods were written. In this case, when a bug or error comes up, make sure that some tests are written for that case so that once that bug is fixed it can never be reintroduced into the application.

I would say that it is fairly poor form on the part of the company to have written an entire project of that size and to have waited to dump writing the tests on to a graduate trainee after it has all been written, but that is just my opinion.

i had the same problem and decided to write integration-tests instead that tests the whole aplication logic of a workflow where all non-gui-components worked together but without without the gui components. Luckily that was possible because there was good seperation between gui and business-logic.

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Taking a memory test not only assesses what one knows, but also enhances later retention, a phenomenon known as the testing effect. We studied this effect with educationally relevant materials and investigated whether testing facilitates learning only because tests offer an opportunity to restudy material. In two experiments, students studied prose passages and took one or three immediate free-recall tests, without feedback, or restudied the material the same number of times as the students who received tests. Students then took a final retention test 5 min, 2 days, or 1 week later. When the final test was given after 5 min, repeated studying improved recall relative to repeated testing. However, on the delayed tests, prior testing produced substantially greater retention than studying, even though repeated studying increased students' confidence in their ability to remember the material. Testing is a powerful means of improving learning, not just assessing it.

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New research published in journals of the Association for Psychological Science explores the nuanced interactions between testing, memory, and learning and suggests possible applications for testing in educational settings.

When researchers think about the retrieval of information from memory, they often focus on retrieval as a way to figure out what people have already learned. But psychological scientist Jeffrey Karpicke argues that retrieval processes play a central role in the active process of learning as it happens. Karpicke outlines the retrieval-based learning perspective and discusses the role of retrieval in learning, the means by which it can enhance learning over the long-term, and the ways in which it can help to promote meaningful learning.

A multidisciplinary panel explored how psychological science might contribute to understanding digital contact tracing, maximizing its capabilities in the future and otherwise improving preparedness for future pandemics.

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