Skip to main content
Social Sci LibreTexts

11.8: Testing Your Site

  • Page ID
    88212
  • \( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \) \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)\(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\) \(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\)\(\newcommand{\AA}{\unicode[.8,0]{x212B}}\)

    Accessibility Checkers and The Human Factor

    There are some useful tools available for testing the accessibility of your site. They will examine your code and look for items like missing alternative (ALT) text or table headers, and make recommendations on improvements that will help your site meet each priority level. Accessibility checkers, such as Watchfire WebXact or UsableNet LIFT Machine, can be an invaluable help in identifying accessibility gaps in your web pages. Products or application plug-ins, such as UsableNet LIFT for Dreamweaver, allow you to check the accessibility before you even post the final page to the Web. You may notice that they will also issue a list of warnings, regardless of your website’s actual accessibility results. Why is this?

    There are simply too many accessibility standards that only humans can test. No software can tell you if your site’s menu navigation is intuitive, or if the ALT text you have included is sufficient to describe the image. Use an accessibility checker first to make sure you have covered everything you can, and then work through the warnings it provides, looking at your site critically.

    Note

    XHTML/CSS Validators—If you are building your site from scratch as described in Chapter 13, Planning Your Online Course, you should test the validity of your code using an XHTML and CSS validator. This will help ensure that your site works well with all browsers, including screen readers.

    The best way to test your site for accessibility is to ask a user with disabilities to try it. Only a human, examining both the context and the content of a page, can fully assess your site’s accessibility. It is hard, as a sighted user, to imagine navigating a website only by voice; as a user with full mobility, it is hard to imagine the frustration of trying to click on a link that is too small. If you truly want to know if your site is accessible, bring it to the people who experience the problems you are trying to address.

    Evaluation Chart

    We have included a checklist of the most common and significant accessibility issues that you should look for when evaluating your site. Some of these guidelines can be tested using an accessibility checker as mentioned above; others you will have to look at objectively and decide for yourself whether they are adequately met.

    You can use this chart to evaluate an existing website before making accessibility changes, or to see how well you have done after “accessifying” your existing site or building a new one.

    Table \(\PageIndex{1}\): Accessibility evaluation chart

    Category

    Description

    Vision(V) Hearing(H) Motor(M) Cognitive(C )

    Notes

    Rating (1–5)*

    Structure & appearance Navigation links and placement consistent on each page. M,C
    Text good contrast to the background V,C
    Each page has a unique descriptive title V,C
    Valid XHTML/CSS used throughout the site V,M,C
    Images All images have ALT text that either clearly describes the image, or in the case of decorative images, contains a space (alt=“ “) to prevent the screen reader from describing the image. V
    Images that cannot be adequately described in ALT text (charts, graphs) are further described on a LONGDESC page. V
    Links in imagemaps also have ALT text V
    Text & links Fonts use a relative font size (em, %), not absolute (px, pt) V,M,C
    Heading tags (H1, H2) used correctly as headers, not to format font V,M,C
    Ability to skip navigation V
    Links separated by more than just whitespace V
    Colour not used to convey information, or reinforced by other visual cues V
    Underline not used on non-linked text C
    Link text does not repeat on the same page (e.g., “click here”) but is unique to each link. V
    TITLE attribute added to ambiguous links. V
    Lists use the UL/OL and LI tags, not bullet images V,C
    Coding should not prevent user from changing colours with own stylesheets V,C
    Tables Tables used for data, not for layout V
    Table row or column headers indicated using the TH tag. V,C
    Table summary provided V,C
    Forms Forms can be navigated in the correct order using the TAB key V,M
    Each form field has an associated LABEL tag V
    Enough time given to fill out forms V,M,C
    Required fields noted as such before the form label, and marked with asterisk or bold V
    Multimedia Transcripts available for all audio H
    Transcripts or captioning available for all video V,H
    Content presented in Flash described in an alternative format as well V,H,C
    Avoid distracting animations, scrolling text V,C
    Links provided to download any necessary plug-ins V,H,M,C
    PDFs accessible or plain text made available V
    Content in applets and plug-ins accessible or else not required V,M,C
    If alert sounds are used, reinforce the sound using visual notification H
    Javascript Site navigation still works with Javascript turned off. V,C
    Drop-down menus do not require difficult, precise mouse movement. M, C
    General Passes automated accessibility validator such as Watchfire WebXact V,H,M,C
    Site can be navigated by keyboard only V,M
    User notified if pop-up windows are to be used V,M,C
    External windows do not open pop-up windows V,M,C
    No autoplay of music, or ability to turn off music easily V
    If frames must be used, they are clearly titled V
    Page still usable with stylesheets turned off V,C
    Site includes search engine V,M,C
    Distracting animations avoided V,C
    Pages do not automatically refresh V,M,C
    General Notes

    Rating Scale

    5 = Excellent. Meets or exceeds the relevant accessibility guideline.

    4 = Good. Meets the guideline, but could be further improved for better accessibility.

    3 = Incomplete. Some effort has been made to meet the guideline, but not all instances of this item have been addressed.

    2 = Poor. Guideline has been inconsistently or incorrectly applied.

    1 = Failed. Completely ignored or unimplemented.

    Further Design Resources

    During our research, we have collected a great number of online resources as guides and references. We hope that you will find them to be a valuable aid to your exploration of accessible course design.

    Note

    • Accessibility is vital for educational materials.
    • Accessibility aids usability for all.
    • Making your site accessible isn’t all that difficult, and can be done in stages.
    • Redundant media is a good thing.

    Fundamentals

    These sites are good general starting points when studying accessibility.

    The Web Accessibility Initiative (WAI) works with organizations around the world to develop strategies, guidelines, and resources to help make the Web accessible to people with disabilities. They developed:

    • WCAG Guidelines 1.0 http://www.w3.org/TR/WAI-WEBCONTENT/
    • Accessify http://www.accessify.com News & articles, tutorials, discussion forum.
    • Dive Into Accessibility http://www.diveintoaccessibility.org

      Easy step-by-step guide to improving the accessibility of your site or blog.

    • Center for Applied Special Technology (CAST): Universal Design for Learning cast.org/research/udl/index.html

      “Founded in 1984 as the Center for Applied Special Technology, CAST has earned international recognition for its development of innovative, technology-based educational resources and strategies based on the principles of Universal Design for Learning (UDL).”

    Technical

    Introductions to creating valid XHTML and CSS, and how to use it in the process of creating valid, accessible websites.

    • XHTML Tutorial www.w3schools.com/xhtml/default.asp CSS Tutorial http://www.w3schools.com/css/default.asp
    • Zen Garden http://www.csszengarden.com/
    • Creating Accessible Page Layouts www.utoronto.ca/atrc/tutorial...ble/index.html

      How and why to avoid using tables for layout.

    • PDF Accessibility http://www.alistapart.com/articles/pdf_accessibility

      Editorial about specific purposes for which you should use PDF files, and reasons why for everything else you should leave it alone.

    • Flash Accessibility www.webaim.org/techniques/Flash/

      IMS Guidelines for Developing Accessible Learning Applications

    • ncam.wgbh.org/salt/guidelines/
    • www.macromedia.com/resources/accessibility/

    Tools and validators

    These handy assistants can be very useful for testing your site.

    • Watchfire WebXACT (previously known as Bobby) webxact.watchfire.com/

      “WebXACT is a free online service that lets you test single pages of web content for quality, accessibility, and privacy issues.”

    • CSS Validator http://jigsaw.w3.org/css-validator/
    • XHTML Validator http://validator.w3.org/
    • Vischeck http://www.vischeck.com/vischeck/

      See what images and web pages look like to people with different types of colourblindness.

    • Lynx Viewer www.yellowpipe.com/yis/tools/lynx/lynx_view er.php

      See what your web page would look like in a text only web browser.

    Other

    • Developing sites for users with cognitive/learning disabilities http://juicystudio.com/article/cogni...impairment.php
    • Richard Felder—Index of Learning Styles http://www.ncsu.edu/felder-public/ILSpage.html

      “The Index of Learning Styles is an on-line instrument used to assess preferences on four dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) of a learning style model formulated by Richard M. Felder and Linda K. Silverman. The instrument was developed by Richard M. Felder and Barbara A. Soloman of North Carolina State University.”

    • Biology Success! Teaching Diverse Learners www.landmarkcollege.org/insti...cess/book.html

      “Biology Success! is an innovative project based at Landmark College in Putney, VT and funded by the National Science Foundation’s Research in Disabilities Education program (HRD No. 0004264). Biology Success! asserts that students with learning differences can succeed in high school and college introductory biology courses when the curriculum has been designed to respond to their learning needs.”


    This page titled 11.8: Testing Your Site is shared under a CC BY-SA license and was authored, remixed, and/or curated by Sandy Hirtz (BC Campus) .

    • Was this article helpful?