Posts about CEWT #6:
Sunday 23 September 2018
Thursday 13 September 2018
CEWT #6 Abstracts
The sixth Cambridge Exploratory Workshop on Testing, CEWT #6, will be on 23rd September 2018, hosted by Roku. The topic is
Chris Kelly, Is it possible to measure good testing?
Customer facing teams can use tools like Customer Satisfaction surveys, employing formulae like Net Promoter Scores. But what do testers have?
Aleksander Simic, Good or good-enough testing?
How can we know if we are ready for, we are doing or we did a 'good testing'? What can we do to prepare for 'good testing' and how can we improve it? Who can judge about it?
Helen Stokes and Claire Banks, Different Perspectives
An exploration into the different perspectives of good testing/tester from a test engineer and a test managers. Working through two case studies for both sides, to see where they overlap and where differ.
Karo Stoltzenburg, A Life Less Ordinary
It's a truth universally acknowledged, that a good tester must have attention to detail, is of a curious nature, thinks outside the box, likes to break things (sic!) and is a fiendish asker of questions. Admirable qualities. Must haves. At least that's what the job adverts, our colleagues, social media and the internet tells us. But is this really it? And is this necessarily helpful?
James Thomas, Testing vs Chicken
In this talk I'll assume that we know what good testing is (for our context, at this time) and wonder how we can judge, during recruitment, that a person being interviewed for a role at our company could do that good testing for us.
Neil Younger, What’s so special about a tester anyway?
I'll be talking though my first attempt at expanding what it means to be a senior tester at DisplayLink. I will provide some examples for the following sections; Technical, Your Team, Sharing, and the business. This is my view for my context, it's imperfect and incomplete, but I hope will promote lively discussion around what it could mean to be a good tester.
What Makes Good Testers and/or Testing?Here's the abstracts:
Chris Kelly, Is it possible to measure good testing?
Customer facing teams can use tools like Customer Satisfaction surveys, employing formulae like Net Promoter Scores. But what do testers have?
How can we know if we are ready for, we are doing or we did a 'good testing'? What can we do to prepare for 'good testing' and how can we improve it? Who can judge about it?
Helen Stokes and Claire Banks, Different Perspectives
An exploration into the different perspectives of good testing/tester from a test engineer and a test managers. Working through two case studies for both sides, to see where they overlap and where differ.
Karo Stoltzenburg, A Life Less Ordinary
It's a truth universally acknowledged, that a good tester must have attention to detail, is of a curious nature, thinks outside the box, likes to break things (sic!) and is a fiendish asker of questions. Admirable qualities. Must haves. At least that's what the job adverts, our colleagues, social media and the internet tells us. But is this really it? And is this necessarily helpful?
James Thomas, Testing vs Chicken
In this talk I'll assume that we know what good testing is (for our context, at this time) and wonder how we can judge, during recruitment, that a person being interviewed for a role at our company could do that good testing for us.
Neil Younger, What’s so special about a tester anyway?
I'll be talking though my first attempt at expanding what it means to be a senior tester at DisplayLink. I will provide some examples for the following sections; Technical, Your Team, Sharing, and the business. This is my view for my context, it's imperfect and incomplete, but I hope will promote lively discussion around what it could mean to be a good tester.
Friday 15 June 2018
CEWT #6 is Coming!
The sixth Cambridge Exploratory Workshop on Testing, CEWT #6, will be on 23rd September 2018, hosted by Roku.
The topic is
Note: this is not an open call for participants. We try to support the local testing community by inviting those who've attended other Cambridge meetups recently first.
What Makes Good Testers and/or Testing?
How do you know when you’ve done a good job? How do you know when others think you’ve done a good job? Whose opinion matters, anyway? When you describe someone, including yourself, as a good tester what do you mean? In what ways good, and good compared to what?
At CEWT #6 we’ll be asking these questions and more, and wondering whether there are any characteristics of goodness that are universal (or even reasonably general) that we can apply to help us to assess ourselves and our testing. (Assuming we want to.)As usual, the topic is deliberately open and the discussion we want is open-ended and open-minded.
Note: this is not an open call for participants. We try to support the local testing community by inviting those who've attended other Cambridge meetups recently first.
Tuesday 30 January 2018
Sunday 14 January 2018
CEWT #5 Abstracts
The fifth Cambridge Exploratory Workshop on Testing, CEWT #5, will be on 28th January 2018, hosted by Linguamatics. The topic is
Sneha Bhat and James Thomas, Theoreticus Prime vs Praktikertron
Aleksander Simic, The alternation
Am I more practical or theoretical person? Do I find the theory helpful? Do I know when and how to apply it? How do I learn by doing? These are some of the question I'll try to answer based on the recent events.
Karo Stoltzenburg, Are Your Lights On?
Theory over practice or practice over theory? I won't give you a definite answer to apply (always! in every context!), but rather would like to invite you to explore the question itself with me. We can look into the definitions of theory and practice, wonder what our stakeholders might be, think about analogies in testing activities and question which problem we're trying to solve here. (slides)
Alan Wallace, Practice over training or training over practice?
I’m a competitive Masters swimmer. Swimming is pretty much entirely learnt by doing, most often when we are children. Adults are hard to teach to swim partly because they want to understand the theory, but like riding a bike I can’t really explain to you how to balance your body even if I can tell you the basic mechanics of how a particular swimming stroke works. So, we don’t really spend much time on theory, but we do a lot of time practising skills in the form of training for comparatively brief periods where we are actually competing and try to ensure all that training wasn’t for nothing. Whereas in the work place, my experience has been that we spend most of our time competing. We try to fit in some learning theory, but very rarely do we spend time training. Is this ok? Should we spend more time training?
Milosz Wasilewsk, Theory and practice moving from waterfall to agile
The talk is based on my experience when producing software for mobile phones. It will deal with idea of changing the software development paradigm from waterfall to agile. I will try to compare assumptions and outcome of the change. Social aspect of the change will also be discussed.
Neil Younger, Know one line
I’ll be drawing on my experience learning to ride a unicycle and comparing it against that of teaching others to ride. You might think it’s all about the practice and I’ll be exploring this while posing such questions as ‘does size matter’. This talk won’t give you answers but will aim to make you think about how you learn and how that might not always be the best way.
Theory Over Practice or Practice Over Theory?and here's the abstracts:
Sneha Bhat and James Thomas, Theoreticus Prime vs Praktikertron
There is a perceived tension between theory and practice, and between theorists and practitioners. In this talk, we will propose and illustrate using a practical example that practice generates data and theory is the data which we care about. Rather than focusing on theory over practice or practice over theory, a choice of theory, practice, or both is driven by the data needed for a particular task and contextual factors. (slides)
Aleksander Simic, The alternation
Am I more practical or theoretical person? Do I find the theory helpful? Do I know when and how to apply it? How do I learn by doing? These are some of the question I'll try to answer based on the recent events.
Karo Stoltzenburg, Are Your Lights On?
Theory over practice or practice over theory? I won't give you a definite answer to apply (always! in every context!), but rather would like to invite you to explore the question itself with me. We can look into the definitions of theory and practice, wonder what our stakeholders might be, think about analogies in testing activities and question which problem we're trying to solve here. (slides)
Alan Wallace, Practice over training or training over practice?
I’m a competitive Masters swimmer. Swimming is pretty much entirely learnt by doing, most often when we are children. Adults are hard to teach to swim partly because they want to understand the theory, but like riding a bike I can’t really explain to you how to balance your body even if I can tell you the basic mechanics of how a particular swimming stroke works. So, we don’t really spend much time on theory, but we do a lot of time practising skills in the form of training for comparatively brief periods where we are actually competing and try to ensure all that training wasn’t for nothing. Whereas in the work place, my experience has been that we spend most of our time competing. We try to fit in some learning theory, but very rarely do we spend time training. Is this ok? Should we spend more time training?
Milosz Wasilewsk, Theory and practice moving from waterfall to agile
The talk is based on my experience when producing software for mobile phones. It will deal with idea of changing the software development paradigm from waterfall to agile. I will try to compare assumptions and outcome of the change. Social aspect of the change will also be discussed.
Neil Younger, Know one line
I’ll be drawing on my experience learning to ride a unicycle and comparing it against that of teaching others to ride. You might think it’s all about the practice and I’ll be exploring this while posing such questions as ‘does size matter’. This talk won’t give you answers but will aim to make you think about how you learn and how that might not always be the best way.
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