Reinforcement Learning for Automatic Test Case Prioritization and Selection in Continuous Integration

Testing in Continuous Integration (CI) involves test case prioritization, selection, and execution at each cycle. Selecting the most promising test cases to detect bugs is hard if there are uncertainties on the impact of committed code changes or, if traceability links between code and tests are not available. This paper introduces Retecs, a new method for automatically learning test case selection and prioritization in CI with the goal to minimize the round-trip time between code commits and developer feedback on failed test cases. The Retecs method uses reinforcement learning to select and prioritize test cases according to their duration, previous last execution and failure history. In a constantly changing environment, where new test cases are created and obsolete test cases are deleted, the Retecs method learns to prioritize error-prone test cases higher under guidance of a reward function and by observing previous CI cycles. By applying Retecs on data extracted from three industrial case studies, we show for the first time that reinforcement learning enables fruitful automatic adaptive test case selection and prioritization in CI and regression testing.Comment: Spieker, H., Gotlieb, A., Marijan, D., & Mossige, M. (2017). Reinforcement Learning for Automatic Test Case Prioritization and Selection in Continuous Integration. In Proceedings of 26th International Symposium on Software Testing and Analysis (ISSTA'17) (pp. 12--22). AC

Test Set Diameter: Quantifying the Diversity of Sets of Test Cases

A common and natural intuition among software testers is that test cases need to differ if a software system is to be tested properly and its quality ensured. Consequently, much research has gone into formulating distance measures for how test cases, their inputs and/or their outputs differ. However, common to these proposals is that they are data type specific and/or calculate the diversity only between pairs of test inputs, traces or outputs. We propose a new metric to measure the diversity of sets of tests: the test set diameter (TSDm). It extends our earlier, pairwise test diversity metrics based on recent advances in information theory regarding the calculation of the normalized compression distance (NCD) for multisets. An advantage is that TSDm can be applied regardless of data type and on any test-related information, not only the test inputs. A downside is the increased computational time compared to competing approaches. Our experiments on four different systems show that the test set diameter can help select test sets with higher structural and fault coverage than random selection even when only applied to test inputs. This can enable early test design and selection, prior to even having a software system to test, and complement other types of test automation and analysis. We argue that this quantification of test set diversity creates a number of opportunities to better understand software quality and provides practical ways to increase it.Comment: In submissio

Aeronautical engineering: A continuing bibliography, supplement 122

This bibliography lists 303 reports, articles, and other documents introduced into the NASA scientific and technical information system in April 1980

Psychometrics in Practice at RCEC

A broad range of topics is dealt with in this volume: from combining the psychometric generalizability and item response theories to the ideas for an integrated formative use of data-driven decision making, assessment for learning and diagnostic testing. A number of chapters pay attention to computerized (adaptive) and classification testing. Other chapters treat the quality of testing in a general sense, but for topics like maintaining standards or the testing of writing ability, the quality of testing is dealt with more specifically.\ud All authors are connected to RCEC as researchers. They present one of their current research topics and provide some insight into the focus of RCEC. The selection of the topics and the editing intends that the book should be of special interest to educational researchers, psychometricians and practitioners in educational assessment