This module is intentionally designed to ensure that faculty who could not participate in the synchronous session still gain the full educational value. By engaging with the recorded video, slides/resources, and guided practice steps, you will be able to apply accessibility principles directly to your own assessments in Canvas.

Purpose of This Page

This page supports self-paced review and application of strategies for creating accessible assessments, based on the recorded session led by Mark Thompson (CITL). It is designed to help you make practical, high-impact improvements to quizzes, exams, and assessment-related materials in Canvas while aligning with Title II ADA expectations.

The focus is on proactive accessibility; designing assessments that work for the widest range of learners from the start—while recognizing when individual accommodations are still required.

What You Are Expected to Do

By the end of this module, you should be able to say:

I can identify common accessibility issues in assessments
I know how to use Canvas accessibility tools
I made at least one improvement to an assessment
I know when to seek additional support

Module Flow

1. Explore Core Accessibility Requirements

You will learn how Title II ADA applies to assessment content and why barriers often show up in:

Quiz instructions and structure
Images, tables, and links inside questions
Color contrast and visual-only cues
Multimedia or documents embedded in assessments

Key references:

Make Your Course Accessible (MYCA) – https://go.illinois.edu/myca
Step-by-step campus guidance for Canvas content, documents, and multimedia.
WebAIM Color Contrast Checker – https://webaim.org/resources/contrastchecker/
Quick way to confirm text and background color meet WCAG AA standards.

You will also learn what “good enough” means for typical assessment content: clear structure, clear instructions, and predictable interaction.

2. Watch Demonstrations of Accessible Assessment Tools

The recorded session includes step-by-step demonstrations of workflows in:

Canvas Rich Content Editor Accessibility Checker (built into Canvas)
Applying alt text and marking images as decorative
Fixing tables (captions and headers)
Reviewing and addressing flagged issues quickly in context

You can pause, replay, and practice with your own assessment questions.

3. Learn Common Pitfalls and Best Practices

You will still benefit from guidance shared in the session about what to avoid and what to prioritize for greatest impact, including:

Avoiding New Quizzes when accessibility barriers remain
Avoiding question types that tend to be problematic (e.g., hot spots, drag-and-drop)
Avoiding underscores for fill-in-the-blank
Avoiding “click here” links and long URLs as link text
Using the equation editor for accessible math (instead of screenshots)

Helpful tools referenced:

Color Contrast Analyzer (desktop tool) – https://www.tpgi.com/color-contrast-checker/

4. Know When and How to Request Support

This module clarifies when to contact:

DRES (Disability Resources and Educational Services) – https://www.disability.illinois.edu
For individualized accommodations such as extended testing time.
OFAD - facultyaffairs@medicine.illinois.edu for instructional accessibility support and implementation questions
CITL and campus remediation resources - https://citl.illinois.edu/make-your-course-accessible for vendor platforms or complex accessibility reviews

Accessibility is proactive, but accommodations still matter—this module helps you know the difference.

Why Accessible Assessments Matter

Assessments are one of the most common places where accessibility barriers emerge. Students may experience barriers related to:

Vision (blindness, low vision, color blindness)
Hearing (for audio or video-based assessment content)
Motor access (keyboard-only navigation)
Cognitive load (complex layouts, unclear instructions, time pressure)

Title II emphasizes that digital assessment materials must be accessible as part of our program activities, not only after an accommodation request.

A Critical Distinction: Accessibility vs. Accommodation

Proactive accessibility: Designing assessments so most students can access them without special requests.
Accommodation: Individual supports provided through DRES (e.g., extended time, alternate formats).

If a student has a formal accommodation letter, contact DRES to ensure their specific needs are met. Proactive accessibility does not replace accommodations—it reduces barriers for everyone.

Core Accessibility Principles for Assessments

The following principles apply to any assessment content, regardless of format:

1. Structure Matters

Use proper headings, lists, and tables—not visual formatting alone
Chunk content logically to reduce cognitive load
Avoid long blocks of unstructured text

Screen reader users rely on structure to understand and navigate content efficiently.

2. Headings, Lists, and Tables

Use Canvas heading styles (H2, H3) instead of bold text
Use real bulleted or numbered lists (not simulated lists)
Add table headers for rows and/or columns so assistive technology can interpret relationships

Tables without headers are difficult to interpret for screen reader users.

3. Images and Alternative Text

Provide alt text for informative images
Mark decorative images as decorative
Avoid embedding essential instructions in images alone

If the image conveys meaning needed to answer the question, it must be described.

4. Color and Visual Design

Ensure sufficient color contrast (WCAG AA level)
Do not use color alone to convey meaning (e.g., “items in red are incorrect”)
Pair color cues with text labels or symbols

Color choices can unintentionally exclude students with color vision differences.

5. Link Text and Language

Use descriptive link text (avoid “click here” or “more”)
Avoid long URLs as visible link text when possible
Identify non-English text using language settings so screen readers pronounce it correctly

This is especially important in language-based assessments.

6. Video and Audio in Assessments

Videos must include accurate captions
Audio-only content requires a text transcript
Automatic captions are acceptable for most instructional use, especially for one-time recordings

Ensure captions are enabled and visible to students.

7. Use the Canvas Accessibility Checkers

Canvas includes two accessibility tools:

Pope Tech (course- and page-level scanning)
Canvas Accessibility Checker (within the Rich Content Editor)

Use the editor checker when building quiz questions to:

Add alt text
Fix table headers
Address contrast or structural issues

These tools guide you step-by-step—no expertise required.

Canvas-Specific Assessment Guidance

Quiz Format Matters

Use Classic Quizzes for accessibility
Avoid New Quizzes until accessibility issues are fully resolved

Question Design Best Practices

Clearly state what kind of response is expected
Use explicit instructions such as:
- “Select all that apply”
- “Use the following prompt for questions 3–7”
Avoid underscores for fill-in-the-blank questions

Question Types to Use with Caution

Hot spots
Drag-and-drop
Multiple dropdowns

Standard multiple choice and multiple answer questions are generally more accessible.

Math and Equations

Use the built-in equation editor in Canvas
Enter equations using LaTeX when possible
Avoid screenshots of equations

Structured math allows screen reader users to navigate equations meaningfully.

Timing, Attempts, and Flexibility

Use Moderate Quiz Settings to apply extended time when needed
Use the Assign To field for alternate dates or attempts
Reflect on whether strict time limits are instructionally necessary

Reducing unnecessary time pressure supports both accessibility and learning.

Documents Used in Assessments

If assessments rely on documents:

Run the Microsoft Office Accessibility Checker before uploading
Ensure PDFs are tagged and searchable (not scanned images)
Use Acrobat Pro for OCR and accessibility checks when needed

Universal Design for Learning (UDL) Connections

Beyond technical accessibility, consider:

Offering multiple ways for students to demonstrate learning
Using low-stakes, scaffolded assessments
Reducing barriers that are not essential to learning goals

Accessible assessment design often improves assessment quality overall.