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Probably this helped xUnit to become the first unit test framework available for. And it was not only the first but it also became the de-facto standard unit test framework for.

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I have already tried to use xUnit to a dynamic test generation for the scenarios, however, neither xUnit nor SpecFlow was really prepared for this at that time. But a few months ago, after a status call with Andi Willich about the SpecFlow. NET Core support, I looked up the possibilities again. And after a few days of hacking, I could see a passing scenario in the Visual Studio Test Explorer Window, the first one ever without code-behind file! The infrastructure I have created for running SpecFlow scenarios without code-behind files is now available as a NuGet package and can be used in any SpecFlow v2.

The plugin supports the normal. NET framework currently, but it will be used for.

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NET Core as well later. You can keep your step definitions making NUnit assertions for example, but please add the xUnit NuGet packages as well, and reconfigure SpecFlow to use xUnit. This way you can get ready for removing the code-behind files with minimal changes.

The plugin is in beta phase currently and there are some limitations , but it should be enough to give a first try and explore the world without SpecFlow code-behind files. It feels different, really. If you may test it and encounter into any problems, please report it on GitHub.

If you find it useful, please consider to donate the plugin so that I can spend more time on improving SpecFlow. It is all free and open-source.

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The idea of replacing the code-behind files came from the. NET Core support, but finally the first results seem to be usable for normal.

NET projects as well. But what are the next steps for. We still have a lot to do for the full support. Especially because we would like to do it in a way that we should be able to run all existing tests for. NET Core as well. But on a proof-of-concept level it works already, so hopefully we can share further good news about it soon! Other than that, great work, this seems promising. We have to double check if this limitation is still there, because I just made a quick tests and it looks like that you can run the tests in parallel, the only thing you cannot do is to configure the test collections that control what can be run in parallel to what.

So please check it out and report back the result on GitHub. First thank you for SpecFlow itself we have started using that heavily in our company. Right now we generate project-tests.

coach, trainer and bdd addict, creator of SpecFlow; owner of Spec Solutions

This infrastructure works with xunit only currently, but there are multiple options to customize the behavior. Please contact me per email so that we can discuss what would work the best for you. Just keep on reading… When I planned to make this post, I was hesitating about the title.

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Why does SpecFlow use code-behind files? The code-behind files have a lot of disadvantages. They store redundant information, which might get out of sync with the feature files. They are not much source-control merge tolerant. They confuse people because it can be mixed up with step definition classes. They might need to be re-generated after a version upgrade or a configuration change.

You don't always need Consequence cards. Many task cards have an implicit consequence that can be shared and understood through conversation between team members. But often they are handy when you want to communicate the expected outcomes more clearly. This conversation might lead to other examples.

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Stu got a 4 in spelling, but good marks in other areas, so Tess gave him a chance to correct his work. What would happen if he scored 4 in every category? Would Tess still give him a second chance?

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What if this was the second time he submitted his essay? And so on. Each of these could become an example. Some, might even be refactored as acceptance criteria for a different story. You may notice the way I have used lines to connect the tasks, to show the branches and variations in the flow. I find this makes the map clearer and easier to understand.

But you could also just repeat the tasks, and have a full row of tasks for each example if you find this expresses your intent better. In Example Mapping, we say that examples illustrate business rules, and business rules explain or give context to the examples. Both of the previous examples illustrate the same business rule: A teacher can return an essay to a student if any mark is 6 or below.

To make this clearer, we can add a card to represent this rule at over the example title cards, as we do with Example Mapping:. Figure 5: Rules explain examples. This lets us explore the scenarios in two dimensions. If we already have an idea of the rules or some of the rules , we can take a rule and walk through some concrete examples that illustrate this rule. This helps us explore our understanding of the rules by looking for examples and counter-examples.

Or we can continue to work through examples "what else could happen in this task? How would that affect the outcome" , and add rules to explain the new examples as we need them. We don't need rules for all the scenarios. Many scenarios illustrate the overall flow of a feature, so the rule is simply the goal of the feature.

If our application allowed a teacher to return an essay to a student no matter what the mark, the "Can return an essay if any mark is 6 or less" would be unnecessary. In this case, we wouldn't need a rule card for the right-most column. Rather, the overall goal of the feature "the teacher should be able to return an essay to a student for corrections when the marks are poor" could act as an implicit rule.

The third element of Example Mapping comes into play when you discover something that no one knows. Suppose you know that some subjects marked on a scale of 1 to 10, whereas others from 0 to So she writes it down on a Question card a pink one, using the Examples Mapping conventions. I like to place these cards under the step they relate to, to give them some context and help identify complexity. Figure 6: Questions highlight uncertainty. The examples we've seen so far could be described as "happy-day cases", smooth flows through the story.

But our acceptance criteria should also describe negative scenarios, especially if they are important to the business. Negative scenarios help understand the positive scenarios better, and help flush out incorrect assumptions or missing details. Acceptance criteria should record both positive and negative scenarios. However, not all negative scenarios are useful. But a scenario checking for badly-formatted dates or numbers would normally be reserved for unit testing. For example, the rule that a teacher can return an essay if there is a mark of 6 or under begs the question: can a teacher return an essay if the marks are good?

This would justify a separate scenario:. Suppose, after some investigation, we learn that the History Department has a police where History exams get a score from 1 to Furthermore, our system needs to cater for history essays. Figure 8: Representing negative scenarios.

Note how we have described the negative outcome. We just place a corresponding Consequence card underneath the task where it happened. Sometimes we want to add some extra information. We might want to add the error message that should be displayed if an invalid mark is entered. Or we might want to add a table of test data describing different variations of the same scenario for example, different mark weightings for different subjects. I generally put these details on the task card if there is room , on back of the task card, or sometimes on a card underneath the main task card. The main thing is to have them handy so that we can refer to it later when we automate.

One of the nice things about this approach is that we can start automation immediately. We are taking some creative license here to ask the students to consider a situation where rent is collected in pounds but the interest expense is paid in two currencies. Our motive is to illustrate how the exchange rate movements could impact cash flows for the firm. We assume that students studying exchange rates are already familiar with the concept of supply and demand, at least at some level.

This presents an opportunity to discuss direct versus indirect quotes. Indirect quotes, the amount of foreign currency per unit of the home currency, would be equivalent to the percentage of pizza traded for one dollar.

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Depending on your course, you could give a longer explanation of the history of exchange rates, but to keep the lesson in a single class period the history may be omitted. If not using FRED as part of the lecture or demonstration, it might be worth adding a figure to your lecture slides that demonstrates the exchange rate between the pound and the franc for the period to This figure will help illustrate the exchange rate risk that is discussed herein. It is available upon request from the authors. If you are comfortable with Excel, you can bring a digital version of the table and fill in the cross exchange rates as the students calculate them, and then create a graph to see what happened to the value of the pound the value of the rents received over the time period.