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Monday, September 1, 2008

Why do we test for performance?

What a simple question! I even have a simple answer.

"To determine or estimate various performance characteristics under various conditions."

The problem is that answer is virtually useless unless we also know what performance characteristics are interesting to whom and for what purpose. Worse, more often than not, the folks who ask us to do the performance testing fundamentally don't know what they want to know and don't know what we can reasonably provide. They also don't understand that how the results are going to be used significantly impacts which tests we run and how we design them.

In my experience, when I ask stakeholders what the goals of the performance testing effort are, I generally get one of three answers:

  • You're the performance tester, you tell me.
  • Tell me how many users/orders/customers we can handle in production.
  • Make sure it will be fast enough.

Needless to say, these answers aren't only as useless as my response about determining or estimating performance characteristics, but the second two are practically impossible, since we almost never have either the data or the equipment available to accomplish those missions reliably. Somewhere between "virtually useless" and "practically impossible" there must be some reasons for testing performance that are both useful and possible. If there weren't useful and possible reasons for testing performance, we wouldn't still be doing it. (I hope!)

As it turns out, the key to my coming up with a model to explore that middle ground was to stop thinking about performance testing as a "testing effort" and start thinking about it as a "business effort." Once I made that shift, I was quickly able to identify four groups of "for whom" with common "for what purposes." Since then, I've found that using this model to frame conversations about prioritizing performance testing objectives fundamentally changes the discussion and increases the value of the performance testing effort. It also reduces wasted effort from designing tests to collect one class of results only to find out that an entirely different test was needed to provide the class of results that stakeholders wanted, but were unable to articulate until after they were presented with the less valuable results

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