{"id":455,"date":"2018-03-23T18:13:32","date_gmt":"2018-03-23T18:13:32","guid":{"rendered":"http:\/\/pressbooks.library.ryerson.ca\/pwaa\/?post_type=back-matter&p=455"},"modified":"2022-12-16T16:37:27","modified_gmt":"2022-12-16T16:37:27","slug":"answers","status":"publish","type":"back-matter","link":"https:\/\/pressbooks.library.torontomu.ca\/pwaa\/back-matter\/answers\/","title":{"raw":"Answer Key","rendered":"Answer Key"},"content":{"raw":"
<\/a><\/div>\r\n

Self-Test 1<\/h2>\r\n
\r\n

Question 1<\/h3>\r\nWhich of the following are automated accessibility checkers not good at identifying? Please select all that apply.<\/strong>\r\n
    \r\n \t
  1. [incorrect] missing text descriptions<\/span><\/li>\r\n \t
  2. [correct] if link text effectively describes the function or destination of the link<\/span><\/li>\r\n \t
  3. [correct] whether alt text describes an image effectively <\/span><\/li>\r\n \t
  4. [correct] whether alternatives are provided for inaccessible elements<\/span><\/li>\r\n \t
  5. [incorrect] if a web page has a title or not<\/span><\/li>\r\n \t
  6. [correct] whether the title effectively describes a web page<\/span><\/li>\r\n<\/ol>\r\nFeedback: <\/strong>Checkers are not good at assessing meaning, such as the meaningfulness of link text, image descriptions, or page titles. They are good at identifying issues that can be determined by searching the HTML code for missing elements or attributes, like the lack of an alt attribute with an image, or a title element with no content in it.<\/span>\r\n\r\n<\/div>\r\n
    \r\n

    Question 2<\/h3>\r\nWhich of the following groups of people with disabilities are least likely to face barriers in web content? People who:<\/strong>\r\n
      \r\n \t
    1. [incorrect] are Deaf<\/span><\/li>\r\n \t
    2. [incorrect] are blind<\/span><\/li>\r\n \t
    3. [correct] use a wheelchair<\/span><\/li>\r\n \t
    4. [incorrect] have limited hand mobility<\/span><\/li>\r\n \t
    5. [incorrect] are learning disabled<\/span><\/li>\r\n<\/ol>\r\nFeedback: <\/strong>People who use a wheelchair will often face no barriers in web content, assuming they have use of their hands.\r\n\r\n<\/div>\r\n
      \r\n

      Question 3<\/h3>\r\nWhich of the following were mentioned as key things to watch for when auditing the accessibility of web content? Please select all that apply.<\/strong>\r\n
        \r\n \t
      1. [correct] images without a text alternative<\/span><\/li>\r\n \t
      2. [correct] elements that work with a mouse but not with a keyboard<\/span><\/li>\r\n \t
      3. [incorrect] text too complex for some to understand<\/span><\/li>\r\n \t
      4. [correct] using bold large text to create headings<\/span><\/li>\r\n \t
      5. [correct] using text and background colours that do not contrast well<\/span><\/li>\r\n \t
      6. [incorrect] elements that flash or flicker<\/span><\/li>\r\n<\/ol>\r\nFeedback:<\/strong> Missing text alternatives for images, elements that lack keyboard access, headings created using bold text instead of proper heading markup, and text that does not contrast well with its background are common barriers thus have been listed as key issues to watch for. Text that is too complex is less frequent and is a less critical Level AAA issue, and content that flashes or flickers is uncommon, so these have not been listed as key issues. These latter issues should still be considered, however.<\/span>\r\n\r\nBack to Self-Test 1<\/a>\r\n\r\n<\/div>\r\n
        <\/a><\/div>\r\n
        \r\n

        Activity: WCAG Scavenger Hunt<\/h2>\r\nIn typical circumstances, the following techniques are generally most relevant. However, others are possibly better in different situations. Likewise, there are some techniques that may be listed with the relevant guideline for a particular barrier that are not relevant to the barrier being addressed (FLASH and SL techniques for instance).\r\n
          \r\n \t
        1. Barrier: Image has no text alternative<\/strong>\r\nTechnique ID: H37: Using alt attributes on img elements<\/li>\r\n \t
        2. Barrier: Video has no captions<\/strong>\r\nTechnique ID: G87: Providing closed captions<\/li>\r\n \t
        3. Barrier: Colour is used on its own to represent meaning<\/strong>\r\nTechnique ID: G182: Ensuring that additional visual cues are available when text color differences are used to convey information<\/li>\r\n \t
        4. Barrier: Contrast between text and background colours is insufficient (<4.5:1)<\/strong>\r\nTechnique ID: G18: Ensuring that a contrast ratio of at least 4.5:1 exists between text (and images of text) and background behind the text<\/li>\r\n \t
        5. Barrier: Form button is not keyboard operable<\/strong>\r\nTechnique ID: H91: Using HTML form controls and links<\/li>\r\n \t
        6. Barrier: Page redirects to another before contents can be read<\/strong>\r\nTechnique ID: G198: Providing a way for the user to turn the time limit off<\/li>\r\n \t
        7. Barrier: Webpage does not have a descriptive title<\/strong>\r\nTechnique ID: H25: Providing a title using the title element<\/li>\r\n \t
        8. Barrier: No means is provided to skip past large main menu on a webpage<\/strong>\r\nTechnique ID: G1: Adding a link at the top of each page that goes directly to the main content area<\/li>\r\n \t
        9. Barrier: The language of a page is not defined<\/strong>\r\nTechnique ID: H57: Using language attributes on the html element<\/li>\r\n \t
        10. Barrier: Page redirects when a form radio button receives focus<\/strong>\r\nTechnique ID: G107: Using \"activate\" rather than \"focus\" as a trigger for changes of context<\/li>\r\n<\/ol>\r\nBack to Activity<\/a>\r\n\r\n<\/div>\r\n
          <\/a><\/div>\r\n

          Self-Test 2<\/h2>\r\n
          \r\n
          \r\n

          Question 1<\/h3>\r\nWhich WCAG 2.0 level of conformance is considered the generally agreed upon level that organizations should aim for when addressing the accessibility of their websites?<\/strong>\r\n
            \r\n \t
          1. [incorrect] <\/span><\/span>Level A<\/span><\/li>\r\n \t
          2. [correct] Level AA<\/span><\/li>\r\n \t
          3. [incorrect] Level AAA<\/span><\/li>\r\n<\/ol>\r\nFeedback: <\/strong>Most jurisdictions now suggest aiming for Level AA conformance for web content. And, where feasible, organizations should implement as many Level AAA strategies as possible.\r\n\r\n<\/div>\r\n
            \r\n

            Question 2<\/h3>\r\nWhich TWO of these guidelines are considered the most important in terms of reducing the greatest number of potential barriers, according to \u201c10 Key Guidelines\u201d introduced in unit 2?<\/strong>\r\n
              \r\n \t
            1. [correct] 1.1.1 Non-Text Content<\/span><\/li>\r\n \t
            2. [correct] 2.1.1 Keyboard Accessible<\/span><\/li>\r\n \t
            3. [incorrect] 2.4.1 Bypass Blocks<\/span><\/li>\r\n \t
            4. [incorrect] 3.1.1 Language of Page<\/span><\/li>\r\n \t
            5. [incorrect] 3.1.5 Reading Level<\/span><\/li>\r\n \t
            6. [incorrect] 4.1 Parsing<\/span><\/li>\r\n<\/ol>\r\nFeedback: <\/strong>As described in the 10 Key Guidelines, providing text alternatives for Non-Text Content and ensuring that all functional elements are Keyboard Accessible will reduce the greatest number of potential barriers.<\/span>\r\n\r\n<\/div>\r\n
              \r\n

              Question 3<\/h3>\r\nWhich of the following are NOT principles of WCAG 2.0? Please select all that apply.<\/strong>\r\n
                \r\n \t
              1. [incorrect] Perceivable<\/span><\/li>\r\n \t
              2. [incorrect] Operable<\/span><\/li>\r\n \t
              3. [incorrect] Understandable<\/span><\/li>\r\n \t
              4. [correct] Reproducible<\/span><\/li>\r\n \t
              5. [correct] Predictable<\/span><\/li>\r\n \t
              6. [incorrect] Robust<\/span><\/li>\r\n<\/ol>\r\nFeedback: <\/strong>The four WCAG 2.0 principles are: Perceivable, Operable, Understandable, and Robust. Reproducible and Predictable are not WCAG 2.0 principles.<\/span>\r\n\r\nBack to Self-Test 2<\/a>\r\n\r\n<\/div>\r\n \r\n
                <\/a><\/div>\r\n

                Self-Test 3<\/h2>\r\n<\/div>\r\n
                \r\n

                Question 1<\/h3>\r\n \r\n\r\nIdentify which pairs of foreground and background colours provide sufficient contrast to pass Guideline 1.4.3. Assume the foreground text is a 12 point font.<\/strong>\r\n
                  \r\n \t
                1. [correct] 0000ff, ffffff<\/span><\/li>\r\n \t
                2. [incorrect] 9a9aff,efefef<\/span><\/li>\r\n \t
                3. [incorrect] 9a9aff,7a4fef<\/span><\/li>\r\n \t
                4. [correct] 000000, 8f6bf1<\/span><\/li>\r\n \t
                5. [correct] 5c5c5c, 63f1af<\/span><\/li>\r\n \t
                6. [incorrect] 4c4c4c,11c973<\/span><\/li>\r\n \t
                7. [incorrect] 4d4d4d, c9a1c1<\/span><\/li>\r\n<\/ol>\r\n<\/div>\r\n
                  \r\n

                  Question 2<\/h3>\r\nThe overall reading grade level required to effectively understand the paragraph.<\/strong>\r\n\r\n\u201cThough reading level is a Level AAA requirement in WCAG, this is one Level AAA guideline that most public sites should aim for to reach the broadest possible audience. Generally speaking web content authors should use the simplest language possible (within reason). Simple text will translate more easily for those who may wish to read the site in a different language. It will be more accessible to those with lower levels of education, or for those reading in a second language. And for a general audience, most readers will appreciate simpler language over unnecessary use of \u2018big\u2019 words. Being able to explain things in simple language for most, is a more intelligent use of language than loading it with jargon, complex terminology, and unnecessarily complicated words and sentences.\u201d<\/strong>\r\n
                    \r\n \t
                  1. [incorrect] 6 to 7<\/span><\/li>\r\n \t
                  2. [incorrect] 8 to 9<\/span><\/li>\r\n \t
                  3. [incorrect] 10 to 11<\/span><\/li>\r\n \t
                  4. [correct] 12 to 13<\/span><\/li>\r\n \t
                  5. [incorrect] 14 to 15<\/span><\/li>\r\n \t
                  6. [incorrect] 16 to 17<\/span><\/li>\r\n \t
                  7. [incorrect] 18 to 19<\/span><\/li>\r\n<\/ol>\r\n<\/div>\r\n
                    \r\n

                    Question 3<\/h3>\r\nThe difference between the number of known problems identified in AChecker and the number of errors identified by WAVE?<\/strong>\r\n
                      \r\n \t
                    1. [correct] none<\/span><\/li>\r\n \t
                    2. [incorrect] one<\/span><\/li>\r\n \t
                    3. [incorrect] two<\/span><\/li>\r\n \t
                    4. [incorrect] three<\/span><\/li>\r\n \t
                    5. [incorrect] four<\/span><\/li>\r\n \t
                    6. [incorrect] five<\/span><\/li>\r\n<\/ol>\r\n<\/div>\r\n
                      \r\n

                      Question 4<\/h3>\r\nBased on the evaluations that you did in the Question 3, which of the following issues did both checkers identify? Please select all that apply.<\/strong>\r\n
                        \r\n \t
                      1. [incorrect] missing form label<\/span><\/li>\r\n \t
                      2. [incorrect] headings used improperly<\/span><\/li>\r\n \t
                      3. [correct] image missing alt text<\/span><\/li>\r\n \t
                      4. [incorrect] colour contrast is insufficient<\/span><\/li>\r\n \t
                      5. [incorrect] link text may not be meaningful<\/span><\/li>\r\n \t
                      6. [incorrect] duplicate IDs were found<\/span><\/li>\r\n \t
                      7. [incorrect] image may contain text that is not in the alt text<\/span><\/li>\r\n<\/ol>\r\nBack to Self-Test 3<\/a>\r\n\r\n<\/div>\r\n
                        \r\n
                        <\/a><\/div>\r\n

                        Self-Test 4<\/h2>\r\n
                        \r\n

                        Question 1<\/h3>\r\nThe \u201cTab Key Navigation test\u201d is useful for identifying a variety of potential barriers. From those uses listed below, select all that the Tab Key Navigation test would identify.<\/strong>\r\n
                          \r\n \t
                        1. [correct] Focus visibility<\/span><\/li>\r\n \t
                        2. [correct] Keyboard operability<\/span><\/li>\r\n \t
                        3. [incorrect] Missing Alt text<\/span><\/li>\r\n \t
                        4. [correct] Focus order<\/span><\/li>\r\n \t
                        5. [incorrect] Descriptive feedback<\/span><\/li>\r\n<\/ol>\r\nFeedback:<\/strong> The Tab Key Navigation test is useful for identifying focus visibility. You should be able to see the focus move through the content as you press the Tab key. It is also useful for identifying elements that are not keyboard operable (i.e., those that are skipped over while pressing the Tab key). While following the focus, it is possible to observe the focus order, which should move from left to right and top to bottom.<\/span>\r\n\r\n<\/div>\r\n
                          \r\n

                          Question 2<\/h3>\r\nWhich of the following potential barriers would the \u201cSelect All test\u201d be useful in identifying? Select all that apply.<\/strong>\r\n
                            \r\n \t
                          1. [incorrect] Focus visibility<\/span><\/li>\r\n \t
                          2. [correct] Keyboard operability<\/span><\/li>\r\n \t
                          3. [incorrect] Missing alt text<\/span><\/li>\r\n \t
                          4. [incorrect] Focus order<\/span><\/li>\r\n \t
                          5. [incorrect] Descriptive feedback<\/span><\/li>\r\n<\/ol>\r\nFeedback:<\/strong> The Select All test is good for identifying elements that are not keyboard operable, though it should be combined with the Tab Key Navigation test to confirm that elements not selected do not actually operate with a keyboard.<\/span>\r\n\r\n<\/div>\r\n
                            \r\n

                            Question 3<\/h3>\r\nTo examine the HTML markup associated with a potential barrier that has been identified using the Tab Key Navigation or Select All tests, a recommended approach would be to use:<\/strong>\r\n
                              \r\n \t
                            1. [incorrect] The browser\u2019s \u201cView Source\u201d function<\/span><\/li>\r\n \t
                            2. [correct] The Browser\u2019s \u201cInspect Element\u201d function<\/span><\/li>\r\n \t
                            3. [incorrect] Install and use the \u201cExamine Markup\u201d browser plugin<\/span><\/li>\r\n \t
                            4. [incorrect] The W3C Markup Validator<\/span><\/li>\r\n \t
                            5. [incorrect] Use the WebAIM toolbar\u2019s view source feature<\/span><\/li>\r\n<\/ol>\r\n<\/div>\r\n
                              \r\n

                              Question 4<\/h3>\r\nWhen reviewing video content for accessibility, which of the following alternatives does WCAG 2.0 suggest should be provided? Select all that apply.<\/strong>\r\n
                                \r\n \t
                              1. [incorrect] An alternative slideshow for those who do not have a video player<\/span><\/li>\r\n \t
                              2. [correct] Captioning<\/span><\/li>\r\n \t
                              3. [incorrect] A downloadable PDF version<\/span><\/li>\r\n \t
                              4. [incorrect] A downloadable slideshow version<\/span><\/li>\r\n \t
                              5. [correct] A transcript<\/span><\/li>\r\n \t
                              6. [correct] Audio description<\/span><\/li>\r\n<\/ol>\r\nBack to Self-Test 4<\/a>\r\n\r\n<\/div>\r\n<\/div>\r\n
                                <\/a><\/div>\r\n
                                \r\n

                                Activity: Using ChromeVox to Find Accessibility Features<\/h2>\r\n

                                Sample Answer<\/h2>\r\nThis is a list of many of the accessibility features collected from the Showcase Demo Site<\/a> <\/span> homepage. There may be others.\r\n