{"id":1470,"date":"2018-04-27T17:19:59","date_gmt":"2018-04-27T17:19:59","guid":{"rendered":"http:\/\/pressbooks.library.ryerson.ca\/pwaa\/?post_type=chapter&#038;p=1470"},"modified":"2022-12-16T16:30:38","modified_gmt":"2022-12-16T16:30:38","slug":"tour-of-an-audit-report","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.torontomu.ca\/pwaa\/chapter\/tour-of-an-audit-report\/","title":{"raw":"Tour of an Audit Report","rendered":"Tour of an Audit Report"},"content":{"raw":"In the unit Introduction to WCAG 2.0, you were introduced to the \u201cWeb Auditing Review Template\u201d and the elements it contains. Here we will look more closely at the \u201cWCAG 2.0 Review\u201d elements of the report: the Executive Summary and the Appendices.\u00a0Download a <a href=\"https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-content\/uploads\/sites\/30\/2018\/01\/WCAG2_review_Canvas_lms.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">copy of the Canvas LMS General Review [PDF]<\/a>\u00a0and follow along.\r\n<h2>The General Comments or Executive Summary<\/h2>\r\nThe <strong>General Comments <\/strong>in the Canvas LMS audit can also be thought of as the Executive Summary, and provides an overview of the report.\r\n\r\nGeneral Comments or an Executive Summary will commonly include:\r\n<ul>\r\n \t<li>The scope of the audit<\/li>\r\n \t<li>A description of key issues<\/li>\r\n \t<li>Terms used to evaluate issues<\/li>\r\n<\/ul>\r\nIn this case the <strong>scope of the audit<\/strong> is the student facing components of the LMS, presented below:\r\n<div style=\"padding: 1em;margin: 1em 0;border: 1px solid #bbb\">\r\n\r\n<strong>Scope: <\/strong>\r\n\r\n\u201cThis evaluation looks at the accessibility and usability of the student facing components of the Canvas LMS. It is not an exhaustive review of all features, but rather more general coverage of the accessibility and usability of the student features as a whole.\u201d\r\n\r\n<\/div>\r\nFollowing the scope comes a <strong>description of the key issues<\/strong> that have been identified in the report. These are typically the more significant Level A issues that would result in barriers to access for a given group of users, or issues that are recurring throughout the site or application being reviewed. Depending on the scope of the review, this can be anywhere from a few paragraphs to a few pages.\r\n\r\nFinally, the General Comments describe the <strong>Evaluation terms<\/strong>, before leading into the full WCAG 2.0 Review.\r\n<div style=\"padding: 1em;margin: 1em 0;border: 1px solid #bbb\">\r\n\r\n<strong>Evaluation Terms:<\/strong>\r\n\r\n\u201cIn places throughout the review, \u201cFail?\u201d or \u201cPass?\u201d have been used where a fail or pass is questionable. \u201cPass?\u201d is used in places where a single instance of a barrier has been identified, perhaps an oversight, or where it could be argued that an item might fail or pass, typically a minor issue, leaning toward a Pass. \u201cFail?\u201d is used in cases where an item could be argued as a fail or pass, leaning toward a fail. In all cases, developers should consider the recommendations made to remove any potential argument.\u201d\r\n\r\n<\/div>\r\n<h2>The WCAG 2.0 Review<\/h2>\r\nThe WCAG 2.0 Review area of an audit report is a table formatted into 4 columns and 62 rows. Each row represents one of the WCAG 2.0 guidelines. The four columns present the following key elements of the review:\r\n<ul>\r\n \t<li><strong>Success Criterion<\/strong><strong>:<\/strong> The guideline numbers and a brief description of the guideline.<\/li>\r\n \t<li><strong>Level<\/strong><strong>:<\/strong> The conformance level for the associated guideline, i.e., A, AA, or AAA. Note that the AAA requirements are greyed out, indicating that these are optional requirements. You may also notice that Guidelines 1.2.4 and 1.2.5 are also greyed out; these are optional requirements for Ontario organizations, though may be required in other jurisdictions.<\/li>\r\n \t<li><strong>Evaluation<\/strong><strong>:<\/strong> This is the outcome of the evaluation of a particular guideline, and there are 4 options.\r\n<ul>\r\n \t<li>\u201cPass\u201d is specified if the success criteria for a guideline are met.<\/li>\r\n \t<li>\u201cPass?\u201d indicates that you have dismissed an issue as trivial, though it should still be considered when making accessibility updates to the site. For example, if just one image on a website is missing alt text, while all others include it, a questionable pass would be specified.<\/li>\r\n \t<li>\u201cFail\u201d is specified when the success criteria for a guideline are clearly not met.<\/li>\r\n \t<li>\u201cFail?\u201d is used when it could be argued that a strategy arguably meets the success criteria, but there are perhaps better approaches. In either case, questionable pass or fail, a subjective judgement is being made. This should be clearly stated in the General Comments.<\/li>\r\n \t<li>\u201cN\/A\u201d marks those guidelines that are not applicable in the current context.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li>Comments:\u00a0This is the \u201cmeat\u201d of a web accessibility audit. Here, potential barriers are described with enough detail so that readers familiar with the site being reviewed are able to reproduce or find the barriers themselves. Reading through the Comments section of the Canvas LMS review, you can gather a sense of the detail provided.<\/li>\r\n<\/ul>\r\n<h2>The Comments Area \u2013 Use of Graphics<\/h2>\r\nContinuing to look at the Comments section in more detail, you will see that some graphics have been added to explain issues more clearly, particularly where the written explanations may be too complicated or technical for some people to understand, or in places where a key issue needs to be highlighted. And, there are times when just pointing to an issue in a graphic is more effective than trying to describe it in words.\r\n<h3>Graphics to Enhance Explanations and Summarize Main Issues<\/h3>\r\nTake Success Criterion 1.4.3 in the Canvas LMS review for instance. In the explanation of the first issue, it can be difficult to pinpoint exactly which colours are problematic. An added graphic explanation, like the figure below, makes it clear which colours are being referred to almost instantly upon viewing the image. In fact, one may be able to understand the issue based on the graphic without needing to read the text explanation.\r\n\r\n<img src=\"https:\/\/pressbooks.library.ryerson.ca\/pwaa\/wp-content\/uploads\/sites\/30\/2018\/01\/image00.png\" alt=\"example graphic used to enhance text description of an accessibility issue\" class=\"alignnone size-full wp-image-52\" width=\"476\" height=\"415\" \/>\r\n\r\n<strong>Figure: Example of a graphic used to enhance the explanation of an issue<\/strong>\r\n\r\nThe collection of graphics in the report as a whole can act as a summary of the main issues. If you scan through just the graphics in the report, you will notice they address most of the main issues.\r\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #0000ff\"><strong>Reading and References:<\/strong> If you would like more information on tools that can be used to create graphics, see <a href=\"https:\/\/pressbooks.library.torontomuca\/pwaa\/wp-content\/uploads\/sites\/30\/2018\/01\/ToolsforCreatingGraphicEnhancements28129.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Tools for Creating Graphic Enhancements [PDF]<\/a>.<\/div>\r\n<h2>The Comments Area \u2013 Issue Descriptions<\/h2>\r\nWhen describing an issue, always include:\r\n<ul>\r\n \t<li>a brief description of the issue itself<\/li>\r\n \t<li>the reason why it is an issue<\/li>\r\n \t<li>one or more potential solutions to correct the issue<\/li>\r\n<\/ul>\r\nFor each type of issue, reasoning need only be provided once. Examine the following description of an issue and note these elements in the description.\r\n<div style=\"line-height: 30px\">\r\n<div style=\"height: 30px;width: 30px;float: left;margin-right: 10px;background-color: #ff9900\"><\/div>\r\nIssue described\r\n\r\n<\/div>\r\n<div style=\"line-height: 30px\">\r\n<div style=\"height: 30px;width: 30px;float: left;margin-right: 10px;background-color: #00ffff\"><\/div>\r\nReason why it\u2019s an issue\r\n\r\n<\/div>\r\n<div style=\"line-height: 30px\">\r\n<div style=\"height: 30px;width: 30px;float: left;margin-right: 10px;background-color: #e06666\"><\/div>\r\nPotential solution(s)\r\n\r\n<\/div>\r\n<div style=\"padding: 1em;margin: 1em 0;border: 1px solid #bbb\" title=\"In this paragraph, the first line describes the issue, the second to reasoning, and the last the solution\">\r\n\r\n<span style=\"background-color: #ff9900\">In the main calendar view, the days of the week that appear in the top row should be marked up with table headers (th).<\/span> <span style=\"background-color: #00ffff\">Currently when navigating the data cells for each day, Assistive Technology users hear only the number, with no indication of the day of the week.<\/span> <span style=\"background-color: #e06666\">The <code style=\"background: none\">scope=\"col\"<\/code> attribute could be added in each header cell to help ensure day of the week is announced with each number.<\/span>\r\n\r\n<\/div>\r\n<h2>Appendices<\/h2>\r\n<strong>For a General Review<\/strong>, the Appendices should include a list of the pages sampled for the review, including the page title and URL.\r\n\r\n<strong>For a Detailed Review<\/strong>, the Appendices should include a list of page titles and their associated URLS for the process or feature being reviewed. This might include a description of a user scenario that was tested, such as the process of making a purchase (described earlier).\r\n\r\nThe Appendices may also contain information not directly related to the accessibility review, such as pointing out potential bugs, providing recommendations on processes for addressing issues outlined in the report, or outlining strategies to address accessibility of web content as part of everyday business practice.","rendered":"<p>In the unit Introduction to WCAG 2.0, you were introduced to the \u201cWeb Auditing Review Template\u201d and the elements it contains. Here we will look more closely at the \u201cWCAG 2.0 Review\u201d elements of the report: the Executive Summary and the Appendices.\u00a0Download a <a href=\"https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-content\/uploads\/sites\/30\/2018\/01\/WCAG2_review_Canvas_lms.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">copy of the Canvas LMS General Review [PDF]<\/a>\u00a0and follow along.<\/p>\n<h2>The General Comments or Executive Summary<\/h2>\n<p>The <strong>General Comments <\/strong>in the Canvas LMS audit can also be thought of as the Executive Summary, and provides an overview of the report.<\/p>\n<p>General Comments or an Executive Summary will commonly include:<\/p>\n<ul>\n<li>The scope of the audit<\/li>\n<li>A description of key issues<\/li>\n<li>Terms used to evaluate issues<\/li>\n<\/ul>\n<p>In this case the <strong>scope of the audit<\/strong> is the student facing components of the LMS, presented below:<\/p>\n<div style=\"padding: 1em;margin: 1em 0;border: 1px solid #bbb\">\n<p><strong>Scope: <\/strong><\/p>\n<p>\u201cThis evaluation looks at the accessibility and usability of the student facing components of the Canvas LMS. It is not an exhaustive review of all features, but rather more general coverage of the accessibility and usability of the student features as a whole.\u201d<\/p>\n<\/div>\n<p>Following the scope comes a <strong>description of the key issues<\/strong> that have been identified in the report. These are typically the more significant Level A issues that would result in barriers to access for a given group of users, or issues that are recurring throughout the site or application being reviewed. Depending on the scope of the review, this can be anywhere from a few paragraphs to a few pages.<\/p>\n<p>Finally, the General Comments describe the <strong>Evaluation terms<\/strong>, before leading into the full WCAG 2.0 Review.<\/p>\n<div style=\"padding: 1em;margin: 1em 0;border: 1px solid #bbb\">\n<p><strong>Evaluation Terms:<\/strong><\/p>\n<p>\u201cIn places throughout the review, \u201cFail?\u201d or \u201cPass?\u201d have been used where a fail or pass is questionable. \u201cPass?\u201d is used in places where a single instance of a barrier has been identified, perhaps an oversight, or where it could be argued that an item might fail or pass, typically a minor issue, leaning toward a Pass. \u201cFail?\u201d is used in cases where an item could be argued as a fail or pass, leaning toward a fail. In all cases, developers should consider the recommendations made to remove any potential argument.\u201d<\/p>\n<\/div>\n<h2>The WCAG 2.0 Review<\/h2>\n<p>The WCAG 2.0 Review area of an audit report is a table formatted into 4 columns and 62 rows. Each row represents one of the WCAG 2.0 guidelines. The four columns present the following key elements of the review:<\/p>\n<ul>\n<li><strong>Success Criterion<\/strong><strong>:<\/strong> The guideline numbers and a brief description of the guideline.<\/li>\n<li><strong>Level<\/strong><strong>:<\/strong> The conformance level for the associated guideline, i.e., A, AA, or AAA. Note that the AAA requirements are greyed out, indicating that these are optional requirements. You may also notice that Guidelines 1.2.4 and 1.2.5 are also greyed out; these are optional requirements for Ontario organizations, though may be required in other jurisdictions.<\/li>\n<li><strong>Evaluation<\/strong><strong>:<\/strong> This is the outcome of the evaluation of a particular guideline, and there are 4 options.\n<ul>\n<li>\u201cPass\u201d is specified if the success criteria for a guideline are met.<\/li>\n<li>\u201cPass?\u201d indicates that you have dismissed an issue as trivial, though it should still be considered when making accessibility updates to the site. For example, if just one image on a website is missing alt text, while all others include it, a questionable pass would be specified.<\/li>\n<li>\u201cFail\u201d is specified when the success criteria for a guideline are clearly not met.<\/li>\n<li>\u201cFail?\u201d is used when it could be argued that a strategy arguably meets the success criteria, but there are perhaps better approaches. In either case, questionable pass or fail, a subjective judgement is being made. This should be clearly stated in the General Comments.<\/li>\n<li>\u201cN\/A\u201d marks those guidelines that are not applicable in the current context.<\/li>\n<\/ul>\n<\/li>\n<li>Comments:\u00a0This is the \u201cmeat\u201d of a web accessibility audit. Here, potential barriers are described with enough detail so that readers familiar with the site being reviewed are able to reproduce or find the barriers themselves. Reading through the Comments section of the Canvas LMS review, you can gather a sense of the detail provided.<\/li>\n<\/ul>\n<h2>The Comments Area \u2013 Use of Graphics<\/h2>\n<p>Continuing to look at the Comments section in more detail, you will see that some graphics have been added to explain issues more clearly, particularly where the written explanations may be too complicated or technical for some people to understand, or in places where a key issue needs to be highlighted. And, there are times when just pointing to an issue in a graphic is more effective than trying to describe it in words.<\/p>\n<h3>Graphics to Enhance Explanations and Summarize Main Issues<\/h3>\n<p>Take Success Criterion 1.4.3 in the Canvas LMS review for instance. In the explanation of the first issue, it can be difficult to pinpoint exactly which colours are problematic. An added graphic explanation, like the figure below, makes it clear which colours are being referred to almost instantly upon viewing the image. In fact, one may be able to understand the issue based on the graphic without needing to read the text explanation.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.library.ryerson.ca\/pwaa\/wp-content\/uploads\/sites\/30\/2018\/01\/image00.png\" alt=\"example graphic used to enhance text description of an accessibility issue\" class=\"alignnone size-full wp-image-52\" width=\"476\" height=\"415\" srcset=\"https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-content\/uploads\/sites\/30\/2018\/01\/image00.png 476w, https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-content\/uploads\/sites\/30\/2018\/01\/image00-300x262.png 300w, https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-content\/uploads\/sites\/30\/2018\/01\/image00-65x57.png 65w, https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-content\/uploads\/sites\/30\/2018\/01\/image00-225x196.png 225w, https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-content\/uploads\/sites\/30\/2018\/01\/image00-350x305.png 350w\" sizes=\"auto, (max-width: 476px) 100vw, 476px\" \/><\/p>\n<p><strong>Figure: Example of a graphic used to enhance the explanation of an issue<\/strong><\/p>\n<p>The collection of graphics in the report as a whole can act as a summary of the main issues. If you scan through just the graphics in the report, you will notice they address most of the main issues.<\/p>\n<div style=\"margin: 1em 0;padding: 1em;border: 1px solid #ddd;border-left: 10px solid #0000ff\"><strong>Reading and References:<\/strong> If you would like more information on tools that can be used to create graphics, see <a href=\"https:\/\/pressbooks.library.torontomuca\/pwaa\/wp-content\/uploads\/sites\/30\/2018\/01\/ToolsforCreatingGraphicEnhancements28129.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Tools for Creating Graphic Enhancements [PDF]<\/a>.<\/div>\n<h2>The Comments Area \u2013 Issue Descriptions<\/h2>\n<p>When describing an issue, always include:<\/p>\n<ul>\n<li>a brief description of the issue itself<\/li>\n<li>the reason why it is an issue<\/li>\n<li>one or more potential solutions to correct the issue<\/li>\n<\/ul>\n<p>For each type of issue, reasoning need only be provided once. Examine the following description of an issue and note these elements in the description.<\/p>\n<div style=\"line-height: 30px\">\n<div style=\"height: 30px;width: 30px;float: left;margin-right: 10px;background-color: #ff9900\"><\/div>\n<p>Issue described<\/p>\n<\/div>\n<div style=\"line-height: 30px\">\n<div style=\"height: 30px;width: 30px;float: left;margin-right: 10px;background-color: #00ffff\"><\/div>\n<p>Reason why it\u2019s an issue<\/p>\n<\/div>\n<div style=\"line-height: 30px\">\n<div style=\"height: 30px;width: 30px;float: left;margin-right: 10px;background-color: #e06666\"><\/div>\n<p>Potential solution(s)<\/p>\n<\/div>\n<div style=\"padding: 1em;margin: 1em 0;border: 1px solid #bbb\" title=\"In this paragraph, the first line describes the issue, the second to reasoning, and the last the solution\">\n<p><span style=\"background-color: #ff9900\">In the main calendar view, the days of the week that appear in the top row should be marked up with table headers (th).<\/span> <span style=\"background-color: #00ffff\">Currently when navigating the data cells for each day, Assistive Technology users hear only the number, with no indication of the day of the week.<\/span> <span style=\"background-color: #e06666\">The <code style=\"background: none\">scope=\"col\"<\/code> attribute could be added in each header cell to help ensure day of the week is announced with each number.<\/span><\/p>\n<\/div>\n<h2>Appendices<\/h2>\n<p><strong>For a General Review<\/strong>, the Appendices should include a list of the pages sampled for the review, including the page title and URL.<\/p>\n<p><strong>For a Detailed Review<\/strong>, the Appendices should include a list of page titles and their associated URLS for the process or feature being reviewed. This might include a description of a user scenario that was tested, such as the process of making a purchase (described earlier).<\/p>\n<p>The Appendices may also contain information not directly related to the accessibility review, such as pointing out potential bugs, providing recommendations on processes for addressing issues outlined in the report, or outlining strategies to address accessibility of web content as part of everyday business practice.<\/p>\n","protected":false},"author":56,"menu_order":9,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-1470","chapter","type-chapter","status-publish","hentry"],"part":1423,"_links":{"self":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-json\/pressbooks\/v2\/chapters\/1470","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-json\/wp\/v2\/users\/56"}],"version-history":[{"count":14,"href":"https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-json\/pressbooks\/v2\/chapters\/1470\/revisions"}],"predecessor-version":[{"id":2589,"href":"https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-json\/pressbooks\/v2\/chapters\/1470\/revisions\/2589"}],"part":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-json\/pressbooks\/v2\/parts\/1423"}],"metadata":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-json\/pressbooks\/v2\/chapters\/1470\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-json\/wp\/v2\/media?parent=1470"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-json\/pressbooks\/v2\/chapter-type?post=1470"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-json\/wp\/v2\/contributor?post=1470"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/pwaa\/wp-json\/wp\/v2\/license?post=1470"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}