The document discusses test management. It covers organizing testers and testing, estimating and planning the test effort, test progress monitoring and reporting, configuration management, risk management, and incident management. It also discusses independent and integrated testing, working as a test leader and tester, and defining the necessary skills for test staff.
Validation and moderation_-_guide_for_developing_assessment_tools
This document provides guidance on developing assessment tools. It outlines ideal characteristics that tools should possess, such as clearly describing the context, competency mapping, evidence criteria, and recording requirements. The document then gives an example of how these characteristics could be applied to a portfolio-based assessment tool, outlining features such as instructions for candidates, evidence to be collected, decision-making rules, and allowing for reasonable adjustments. Overall, the guidance aims to help ensure assessment tools are valid, reliable, and flexible.
Assessment validation involves reviewing assessment processes, methods, tools and decisions to ensure they are valid and reliable. It assists assessors and organizations in ensuring consistent assessment standards. Assessment validation should be a planned, formalized, documented process focused on identified areas such as assessment methods and tools. It has several purposes, including demonstrating compliance with standards, improving assessment practices, and increasing assessor confidence.
Expertise, Consumer-Oriented, and Program-Oriented Evaluation Approaches
All information referenced from: Fitzpatrick, J., Sanders, J., & Worthen, B. (2011). Program evaluation: Alternative approaches and practical guidelines (4th ed.). Upper Saddle River, N.J.: Pearson Education.
1. State the main principles of introducing a tool into an organization.
2. State the goals of a proof-of-concept or piloting phase for tool evaluation.
3. Recognize that factors other than simply acquiring a tool are required for good tool support.
backlink:
http://sif.uin-suska.ac.id/
http://fst.uin-suska.ac.id/
http://www.uin-suska.ac.id/
This document outlines the methodology for a research project, including validity and reliability, ethical aspects, execution phases, timeline, and budget. It describes how instruments will be validated using various criteria. It also discusses ethical principles like confidentiality and informed consent. The execution phase will include data collection via observation, questionnaires, and interviews, as well as an experiment with intervention and control groups. Data will be analyzed using SPSS software to test hypotheses and draw conclusions. A timeline shows responsibility and months for each planning and execution activity. The budget covers supplies, services, and other expenses totaling $27.50.
An assessment is used to evaluate student progress, instruction quality, and instructional methods. There are different types of criterion-referenced tests, including entry tests, pretests, practice tests, and posttests. When developing assessment items, they should be goal-centered, learner-centered, context-centered, and assessment-centered. Portfolios can be used to assess student work and growth over time using rubrics. When creating an assessment instrument, objectives and analyses should be considered to ensure congruence.
The document discusses various methods of educational evaluation, including formative and summative assessment, internal and external evaluation, and qualitative and quantitative measures. It describes different types of evaluation tools like essays, short answers, objective tests, observations, anecdotal records, checklists, rating scales, and oral exams. The purpose of evaluation is to measure student achievement and program effectiveness in order to improve the educational process.
Validation and moderation_-_guide_for_developing_assessment_toolsKaztiania Andig
This document provides guidance on developing assessment tools. It outlines ideal characteristics that tools should possess, such as clearly describing the context, competency mapping, evidence criteria, and recording requirements. The document then gives an example of how these characteristics could be applied to a portfolio-based assessment tool, outlining features such as instructions for candidates, evidence to be collected, decision-making rules, and allowing for reasonable adjustments. Overall, the guidance aims to help ensure assessment tools are valid, reliable, and flexible.
Assessment validation involves reviewing assessment processes, methods, tools and decisions to ensure they are valid and reliable. It assists assessors and organizations in ensuring consistent assessment standards. Assessment validation should be a planned, formalized, documented process focused on identified areas such as assessment methods and tools. It has several purposes, including demonstrating compliance with standards, improving assessment practices, and increasing assessor confidence.
Expertise, Consumer-Oriented, and Program-Oriented Evaluation Approachesdctrcurry
All information referenced from: Fitzpatrick, J., Sanders, J., & Worthen, B. (2011). Program evaluation: Alternative approaches and practical guidelines (4th ed.). Upper Saddle River, N.J.: Pearson Education.
1. State the main principles of introducing a tool into an organization.
2. State the goals of a proof-of-concept or piloting phase for tool evaluation.
3. Recognize that factors other than simply acquiring a tool are required for good tool support.
backlink:
http://sif.uin-suska.ac.id/
http://fst.uin-suska.ac.id/
http://www.uin-suska.ac.id/
This document discusses management-oriented evaluation approaches. It begins by stating that these approaches aim to serve decision makers by providing evaluation information to help with good decision making. It describes the CIPP model created by Stuffbeam which evaluates programs based on Context, Input, Process, and Product. The document also discusses other early evaluation models like the UCLA model. It notes strengths of the management approach include focusing evaluations and linking them to decision making. Potential limitations include the evaluator becoming too aligned with management or evaluations becoming too complex.
This document discusses different models of evaluation, including the four-level model, utilization-focused evaluation, and expertise/accreditation approaches. The four-level model includes responsive evaluation, goal-free evaluation, adversary/judicial approaches, and consumer-oriented approaches. Utilization-focused evaluation is based on the principle that an evaluation should be judged on its usefulness to intended users by engaging them in the process. Expertise/accreditation approaches rely on professional expertise to evaluate institutions, programs, products, and activities through formal review systems, informal reviews, or ad hoc panel and individual reviews.
Design Chapter 7 - Testing and Evaluation Techniquesguest01bdf1
This document discusses techniques for testing and evaluation in fire service training. It covers four levels of evaluation (reaction, learning, transfer, business results), the difference between summative and formative evaluation, and various types of tests including written, oral, practical, and performance evaluations. Guidelines are provided for constructing written, multiple choice, true/false, matching, completion and essay tests. Sources for test materials are also discussed.
This document discusses checklists, which are lists of categories that respondents check to indicate presence or absence. Checklists are useful for collecting facts in educational surveys and observational studies. They can be used to record behavior, appraise educational aspects like schools/instruction, and rate personality and interests. When constructing a checklist, items should be clearly defined and arranged logically. Checklist data is analyzed by tabulating responses, calculating frequencies, percentages, and other statistics. Checklists allow students to measure their own behavior and development but only indicate presence/absence, not degree. They have limitations but are easy to use and frame when wanting to check "yes/no" for a skill or ability.
Vijay Kumar is a Site Operations Specialist and Clinical Research Coordinator based in Chandigarh, India. He has over 7 years of experience in clinical research coordination and ensuring compliance and high data quality for clinical trials. His responsibilities include monitoring investigator sites, reviewing study documents, supporting patient recruitment, addressing issues, and ensuring adherence to regulations and good clinical practices. He has experience across various therapeutic areas including cardiology and has participated in both national and international clinical research conferences.
The experimental method allows researchers to determine cause and effect relationships by manipulating independent variables and observing their impact on dependent variables under controlled conditions. Key aspects of experimental methods include establishing control over confounding variables, using randomization and replication, and ensuring internal and external validity. While powerful, experimental methods also have limitations in social sciences due to difficulties controlling all relevant factors and measuring variables.
This document discusses various methods for assessing clinical and practical skills. It describes classifying skills as intellectual, psychomotor, communication, or team-based. Principles of skill acquisition include having predefined outcomes, standard steps, feedback, and practicing in a skills lab. Objective structured clinical examinations (OSCEs) and objective structured practical examinations (OSPEs) are introduced as methods to assess skills through multiple stations using checklists. Workplace-based assessments like mini-clinical evaluation exercises (Mini-CEX) and direct observation of procedural skills (DOPS) are recommended to evaluate skills in clinical settings. Groups are assigned activities like designing OSCE, Mini-CEX, or DOPS stations to assess specific skills.
This document summarizes key topics in test management. It discusses organizing test teams, including the benefits of independent testing. It describes typical roles for test leaders and testers, and the skills needed on the test team, including application domain knowledge, technology knowledge, and testing knowledge. It also discusses how the types of defects found change over time, initially finding more defects as testing improves, then seeing fewer defects as prevention increases.
1) Test teams need the right mix of skills based on their testing tasks, including understanding the application domain, technology, and testing topics.
2) Testers require skills in the business domain to recognize proper and "must work" functions, technology skills to spot likely problems, and testing skills to efficiently perform test tasks.
3) Specialization of skills is common, with test automation experts, programmers for component tests, and users for acceptance tests. Projects often underestimate the testing knowledge required.
This document discusses test management and organizing testing efforts. It covers establishing independent testing teams and the benefits of independence. It describes typical roles for test leaders and testers, including their responsibilities in planning, designing, and executing tests. It also outlines important skills for test staff, such as understanding the application domain, technology, and testing practices. Finally, it notes that the types of defects found change over time as testing improves, requiring teams to shift their focus to new risk areas.
Fundamental of testing (Test Management)CindyYuristie
This document discusses test management and summarizes key points about organizing testing efforts. It covers organizing testers on a test team and defining roles for test leaders and testers. It emphasizes the importance of independent testing and discusses how testing should be integrated within an organization. The document also outlines skills needed for testers, including application domain knowledge, technology knowledge, and testing knowledge. Finally, it notes that the types of defects found will change over time, initially finding more bugs as testing improves before focusing on preventing defects earlier in the development process.
The document discusses test organization and the skills needed for testing. It describes approaches to organizing a test team, with the goal of creating independence so testers can objectively assess quality. Total independence is on a continuum, with no single right approach. Later levels of testing, like integration and system testing, often benefit most from independence. The roles of test leaders and testers are outlined, with test leaders planning testing and testers executing tests. Three main skill areas for testers are discussed: understanding the application domain, technology, and testing topics. Independence is important but must be effectively managed to avoid resentment or causing more problems than solving.
This document discusses test management and organizing testing efforts. It covers six key areas: organizing testers and testing, estimating and planning the test effort, monitoring test progress and reporting, configuration management, managing risks related to testing, and managing incidents found during testing. It describes the importance of independent testing and outlines the roles of test leaders and testers. Test leaders plan and oversee the testing process while testers help define test cases and execute tests. The document emphasizes that skills in the application domain, technology used, and testing practices are important for test staff. Over time, as testing improves, the nature of defects found changes from coding bugs to requirements and design issues, and process improvements help prevent defects earlier.
This document discusses test organization and management. It describes different approaches to organizing testing teams, including project organization, line organization, and staff organization. The modern approach is to have small, self-contained teams that integrate all design, development, maintenance, and operations tasks. This "whole-team" or DevOps approach blends project and line organizations. The document also discusses roles like test leaders and testers, and the skills needed for testing, including knowledge of applications, technology, and testing practices. It notes that testing effort is influenced by factors like documentation, quality characteristics, and complexity.
The document discusses various topics related to test management, including organizing test teams, independent and integrated testing, test plans, estimates and strategies, test progress monitoring and control, configuration management, risks and testing, and incident management. Specifically, it examines the roles of test leaders and testers, factors that influence test estimates, selecting test strategies, using configuration management to deliver proper test releases, considering likelihood and impact to assess risk levels, and writing incident reports to log unexpected test results.
This document discusses test management. It covers test organization, with independent and integrated testing approaches. It also discusses test plans, estimates, and strategies. Test plans outline the testing work and have three main reasons: to guide the testing work, demonstrate that appropriate testing was done, and help management make decisions. Estimating testing involves breaking it down into phases, activities, and tasks. Defining the skills needed for testers includes understanding the application domain, technology, and testing topics.
The document discusses test organization and defines the roles of test leaders and testers. It describes how independent and integrated testing is performed. Test leaders are responsible for planning, monitoring, and controlling testing activities, while guiding and monitoring the implementation of test cases. Testers review requirements and design specifications, assess requirements, and test plans. The document also defines the skills needed for testing, including application domain knowledge, technological knowledge, and testing expertise. The specific skills required depend on the project and risks involved.
The document discusses various topics related to test management, including independent and integrated testing, defining skills needed for test staff, test plans and estimation strategies. It provides details on creating standard test plan templates, estimating testing time and costs using both expert opinion and metrics-based techniques, and the roles and responsibilities of test leaders.
The document discusses various topics related to test management and planning. It discusses independent and integrated testing, the roles of test leaders and testers, defining skills needed by test staff, creating test plans and strategies, estimating testing efforts and costs, and using different estimation techniques. The purpose of test plans is outlined as guiding thinking, focusing on challenges, and explaining the testing work to be done. Standard templates for test plans are also presented.
This document discusses various topics related to test management. It covers independent and integrated testing, the roles of test leaders and testers, defining the skills test staff need, test plans and estimates, configuration management, risk and testing, and incident management. The document provides information on each of these topics in 1-3 paragraphs per section to outline the key aspects and considerations for test management.
1) The document discusses organizing test teams and roles within test teams. It notes that test teams can have varying degrees of independence from development teams. Independent testing allows for objective quality assessments.
2) The roles of test leader and tester are described. A test leader plans and manages the testing process, while testers perform tasks like creating test cases and executing tests.
3) Effective testing requires staff with skills in the application domain, testing technologies, and testing practices. Teams often specialize in certain skill areas like test automation. However, too much focus on technology or the application domain over testing skills can undermine test quality.
This summary provides an overview of the key points from a PowerPoint presentation on planning and control in management:
The presentation discusses how managers plan through defining objectives, determining current status, analyzing alternatives, and implementing and evaluating plans. It also examines different types of plans managers use, such as strategic, operational, and single-use plans. Useful planning tools covered include forecasting, contingency planning, scenario planning, and benchmarking. The control process and common controls like management by objectives and employee discipline systems are also summarized.
The document discusses various management functions and decision making techniques. It describes the five core functions of management as planning, organizing, staffing, directing, and controlling. It also discusses management by objectives (MBO) and its key concepts and processes. Finally, it outlines different decision making techniques managers can use, including group decision making, the nominal group technique, Delphi technique, brainstorming, cause-and-effect diagrams, and analytical hierarchy matrices.
Introducing a tool into an organizationYoga Setiawan
The document discusses introducing a new tool into an organization. It recommends starting with assessing the organization's maturity and needs, then evaluating tools based on clear requirements. A proof-of-concept pilot project should experiment with using the tool on a small scale to determine if it can accomplish goals. Success requires an incremental roll-out, adapting processes to fit the tool, training users, and continuously improving based on lessons learned.
The document discusses methods for assessing training needs within organizations. It describes conducting a needs assessment as the starting point for developing training programs. A needs assessment identifies performance gaps and skills required for current and future jobs. It also determines conditions for training. The document outlines different levels of needs assessment, including strategic, task, and person analyses. Strategic analysis examines organizational goals, resources, climate, and constraints. Task analysis identifies job standards and skills/knowledge needed. Person analysis evaluates individual performance and reasons for levels of performance. Conducting a thorough needs assessment is important but can also be time-consuming and face roadblocks. The document provides tips to effectively assess needs.
This document provides an overview of performance appraisal systems. It discusses the objectives of performance appraisal, which include providing a basis for promotion/transfer/termination decisions, enhancing employee effectiveness, aiding in training and development programs, and improving communication. It also outlines the steps to developing a performance appraisal system, such as determining the overall approach, deciding who will be covered, setting up a project team, and defining the performance management processes and documentation. The key purposes of performance appraisal are identified as remedial, maintenance, and development.
This document describes the fundamental test process, which includes test planning, analysis and design, implementation and execution, evaluation of exit criteria and reporting, and test closure activities. It discusses the main tasks for each part of the test process, including determining test scope and objectives, designing test cases, developing and prioritizing test cases, creating test data, and executing tests. The document also introduces some common testing terms.
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FADHILLA ELITA Ppt Chapter 5 Test Management
1. GRAHAM ET AL FOUNDATIONF OF SOFTWARE TESTING (2006)
Created By
FADHILLA ELITA
11453201605
Sistem Informasi
Fakultas Sains dan Teknologi
Universitas Islam Negeri Sultan Syarif Kasim Riau
2. TEST MANAGEMENT ?
• In this chapter, we cover essential topics for test management in six sections. The
first relates to how to organize the testers and the testing. The second concerns the
estimation, planning and strategizing of the test effort. The third addresses test progress
monitoring, test reporting and test control. The fourth explains configuration management
and its relationship to testing. The fifth covers the central topic of risk and how testing
affects and is affected by product and project risks. The sixth and final section discusses the
management of incidents, both product defects and other events that require further
investigation.
4. • In Chapter 1 we talked about independent
testing from the perspective of indi-vidual
tester psychology. In this chapter, we'll look at
the organizational and managerial
implications of independence.
• The approaches to organizing a test team
vary, as do the places in the organ-ization
structure where the test team fits. Since
testing is an assessment of quality, and since
that assessment is not always positive, many
organizations strive to create an
organizational climate where testers can
deliver an inde-pendent, objective
assessment of quality.
• When thinking about how independent the
test team is, recognize that inde-pendence is
not an either/or condition, but a continuum.
At one end of the continuum lies the absence
of independence, where the programmer
performs testing within the programming
team.
Independent and
Integrated
Testing
5. • Test leaders tend to be involved
in the planning, monitoring, and
control of the testing activities
and tasks discussed in Section
1.5 on the fundamental test
process. At the outset of the
project, test leaders, in
collaboration with the other
stakeholders, devise the test
objectives, organizational test
policies (if not already in place),
test strategies and test plans.
They estimate the testing to be
done and negotiate with
management to acquire the
necessary resources.
Working As
a Test Leader
6. • Test leaders tend to be involved
in the planning, monitoring, and
control of the testing activities
and tasks discussed in Section
1.5 on the fundamental test
process. At the outset of the
project, test leaders, in
collaboration with the other
stakeholders, devise the test
objectives, organizational test
policies (if not already in place),
test strategies and test plans.
They estimate the testing to be
done and negotiate with
management to acquire the
necessary resources.
Working As
a Test Leader
7. • As with test leaders, projects should
include testers at the outset, though it is
often the case that project doesn't need a
full complement of testers until the test
execution period. In the planning and
preparation phases of the testing, testers
should review and contribute to test plans,
as well as analyzing, review-ing and
assessing requirements and design
specifications. They may be involved in or
even be the primary people identifying
test conditions and cre-ating test designs,
test cases, test procedure specifications
and test data, and may automate or help to
automate the tests. They often set up the
test envi-ronments or assist system
administration and network management
staff in doing so.
Working
As a Tester
8. • As test execution begins, the number of
testers often increases, starting with the
work required to implement tests in the
test environment. (They may play such a
role on all test levels, even those not under
the direct control of the test group; e.g.,
they might implement unit tests which
were designed by program-mers.) Testers
execute and log the tests, evaluate the
results and document problems found.
They monitor the testing and the test
environment, often using tools for this
task, and often gather performance
metrics. Throughout the testing life cycle,
they review each other's work, including
test specifica-tions, defect reports and test
results.
Working
As a Tester
9. • Doing testing properly requires more
than defining the right positions and
number of people for those positions.
Good test teams have the right mix of
skills based on the tasks and
activities they need to carry out, and
people outside the test team who are
in charge of test tasks need the right
skills, too. People involved in testing
need basic professional and social
qualifications such as literacy, the
ability to prepare and deliver written
and verbal reports, the ability to
communicate effectively, and so on.
Going beyond that, when we think of
the skills that testers need, three
main areas come to mind:
Defining The
Skills Test Staff
Need
10. • Application or business domain: A tester
must understand the intended behavior,
the problem the system will solve, the
process it will automate and so forth, in
order to spot improper behavior while
testing and recognize the 'must work'
functions and features.
• Technology: A tester must be aware of
issues, limitations and capabilities of the
chosen implementation technology, in
order to effectively and effi ciently locate
problems and recognize the 'likely to fail'
functions and features.
• Testing: A tester must know the testing
topics discussed in this book - and often
more advanced testing topics - in order to
effectively and efficiently carry out the test
tasks assigned.
Defining The
Skills Test Staff
Need