一句话：通过三年课程实践，研究变异测试与自我/同伴评估如何影响学生对自写测试套件的认知与质量判断。
软件测试教育面临让学生认识测试价值并评估测试套件质量的挑战。本文报告在软件测试课程中连续三年整合变异测试与自我/同伴评估的教学实践，分析这些策略如何影响学生对人工编写测试套件的认知，并通过问卷收集意见。结果显示，变异得分显著低于学生最初预期；同伴测试有助于估计两个可比测试套件的相对质量，且结果与变异覆盖率有较高一致性。深入分析还发现，测试用例更多的套件未必得分最高，学生认为自己的测试更可读，倾向覆盖基本操作而忽略高级特性。问卷证实变异体对其测试观念的影响，学生大多支持在软件工程培养方案中加强测试内容。
Testing is a crucial activity in the development of software systems. With the increasing complexity of software projects, the industry requires incorporating graduates with adequate testing skills and preparation in this field. A challenge in software testing education is to make students perceive the benefits of writing tests and assess their quality with advanced testing techniques. In this paper, we present an experience integrating both mutation testing and self/peer assessment - two of the most used techniques to that end in the past - into a software testing course during three years. This experience allowed us to analyze the effect of applying these strategies on the students' perception of their manually-written test suites. Noticeably, the computation of the mutation score significantly undermined the initial expectations they had on the developed test suites. Also, the application of peer testing helped them estimate the relative quality of two comparable test suites, as we found a notable correspondence with their respective mutation coverage. Besides, a more in-depth analysis revealed that the students' test suites with more test cases did not always achieve the highest scores, that they found more readable their own tests, and that they tended to cover the basic operations while forgetting about more advanced features. An opinion survey confirmed the impact that the use of mutants had on their perception about testing, and they mostly supported paying a higher level of attention to testing concepts in software engineering degree plans.
@inproceedings{paperbot6256,
title = {Mutation Testing and Self/Peer Assessment: Analyzing their Effect on Students in a Software Testing Course},
author = {Pedro Delgado-Perez and Inmaculada Medina-Bulo and Miguel Angel Alvarez-Garcia and Kevin J. Valle-Gomez},
booktitle = {ICSE},
year = {2021},
doi = {10.1109/icse-seet52601.2021.00033}
}