Accessibility Exam Questions

Award one mark for each correct interface design feature, up to a maximum of two marks from:

• A clear/readable font (e.g. sans serif)
• Good/high contrast between the text and the background
• A limited colour palette/only a few colours on each page
• Keep the layout/design consistent on every page
• Clear/simple navigation menu that is easy to find
• Group related items together on the page
• Use white space so the page is not cluttered
• Make buttons/icons large enough to see and select

Do not accept: making the text/font size bigger – the browser does this on a website

Accept any other appropriate response.

Award one mark for each correct accessibility feature, up to a maximum of two marks from:

• Screen reader support
• Alt text
• Text to speech/'listen to this page'
• Zoom/magnifier
• Adjustable typeface/font size on the device
• Colour contrast between text and background

Do not accept: making the font size bigger on the website – the browser settings do this

Accept any other appropriate response.

Award one mark for each correct way, up to a maximum of two marks from:

• Flexible/flexitime working hours/choosing their own start and finish times
• Choosing which days they work
• Part-time working
• Job share
• Compressed hours/working longer days to have an extra day off
• Working from a different location (e.g. a branch pharmacy or while travelling)

Do not accept working from home/remote working – this is the example given in the question

Accept any other appropriate response.

Award one mark for a correct way and one mark for a justification for that way, up to a maximum of two marks.

• Use a plain/sans serif font (1) as this is clearer to read on screen than a decorative font (1)
• Use dark text on a light background (1) so there is a strong contrast which makes the text easier to read (1)
• Use a limited colour palette/only a few colours (1) so the screen is not cluttered and the receptionist can find what she needs quickly (1)
• Avoid using red and green together (1) as some people cannot tell these colours apart (1)
• Use the same font and colours on every screen (1) so the receptionist always knows where to look and is not confused (1)

Do not accept: accessibility features such as a screen reader or text to speech, as the question asks about using font or colour in the interface.

Allow mix and match if it makes sense

Accept any other appropriate wording/phrasing.

Award one mark for a correct way and one mark for a justification for that way, up to a maximum of two marks.

• Each page has the same/consistent layout (1) so customers know where to find the booking button/do not get lost (1)
• Clear navigation/menu with labelled tabs (1) so customers can easily find the page they need (1)
• Pages that are uncluttered/use plenty of white space (1) so customers are not confused by too much on the screen (1)
• The booking button/important items placed in a prominent position (1) so customers can find it quickly (1)
• Large, clearly labelled buttons/icons (1) so customers with a visual impairment or poor motor control can select them (1)
• Related items grouped together (1) so the form is easier to follow/complete (1)

Do not accept: answers about colour or font, as the question asks about layout.

Allow mix and match if it makes sense

Accept any other appropriate wording/phrasing.

Award one mark for a correct way of using colour and one mark for a justification for that way, up to a maximum of two marks.

• Use a strong contrast between the text and the background/dark text on a light background (1) so that the text is easy to read (1)
• Use a limited colour palette/few colours (1) so that users are not distracted/overwhelmed by the page (1)
• Avoid using red and green together (1) so that users who are colour blind can still read the page/tell items apart (1)
• Use a plain background colour rather than a patterned background (1) so that the text is easier to read (1)
• Use a colour for buttons/links that stands out from the rest of the page (1) so that users can find them easily (1)

Allow 'colour blind' on its own for the second mark.

The second mark must say what the colour does for the user; 'it looks nice'/'it is attractive' is not enough.

Allow mix and match if it makes sense.

Do not accept: changing the font size.

Accept any other appropriate wording/phrasing.

Award one mark for a correct point about what alt text does, one mark for a justification for that point and one mark for an expansion of the justification, up to a maximum of three marks.

• Alt text describes what is in an image/the photos of the pottery (1) which a screen reader can read aloud (1) so a customer with a visual impairment knows what the pottery looks like (1)
• Alt text gives a written description of each image (1) which is read out by text to speech (1) so a customer who cannot see the screen can still choose which piece to buy (1)
• Alt text describes the images (1) so the information is not lost when an image cannot be seen (1) which means the customer can use the website in the same way as other customers (1)
• Alt text appears if an image does not load (1) so the customer still knows what should be there (1) which means the page still makes sense to them (1)

Allow mix and match if the whole response makes sense

Do not accept: increasing/changing the font size, as the browser does this

Accept any other appropriate wording/phrasing

Award one mark for a correct way, one mark for a justification for that way and one mark for an expansion of the justification, up to a maximum of three marks.

• Use good contrast between the text and the background (1) so the text stands out (1) which makes it easier for members with a visual impairment to read the page (1)
• Use a limited colour palette (1) so the page is not too busy (1) which helps members with dyslexia/cognitive needs to focus on the content (1)
• Use a readable/sans serif font (1) as serif fonts have decorative strokes (1) which can make the text harder to read for some members (1)
• Keep the navigation in the same place on every page (1) so members know where to find it (1) which helps members with cognitive needs move around the site (1)
• Put related items together/leave space between items (1) so the page does not look cluttered (1) which makes the information easier to find for all members (1)
• Put important items in prominent positions (1) such as the booking button at the top of the page (1) so members can find it quickly (1)

Allow mix and match if the whole response makes sense

Do not accept: increasing/changing the font size, as the browser does this; adding alt text or text to speech, as these are accessibility features and not interface design

Accept any other appropriate wording/phrasing

Award one mark for a correct accessibility feature, one mark for a justification for that feature and one mark for an expansion of the justification, up to a maximum of three marks.

• Screen reader support/narrator (1) which reads the page aloud (1) so a customer who cannot see the screen can still find out the timetable (1)
• Text to speech/'listen to this page' (1) so the text is spoken to the customer (1) which means a visually impaired customer can get the information without asking for help (1)
• Alt text (1) which describes what an image shows (1) so a screen reader can tell the customer what the photo of the pool is (1)
• Zoom/magnifier (1) which enlarges the text and images on the page (1) so a customer with poor sight can read the timetable and see the booking buttons (1)
• Adjustable typeface/font size (1) set in the device/operating system settings (1) so the customer can make the text bigger on their own device before using the website (1)

Allow mix and match if the whole response makes sense

The justification must say what the feature does for the customer; describing the feature again does not earn it

Do not accept: increasing/changing the font size on the website itself, as the browser does this

Accept any other appropriate wording/phrasing

A description of accessibility features that can be used on a website. To include three from

• Alt text (1) describes the image (1) so a screen reader can read the description aloud (1)
• Screen reader support/text to speech/a 'listen to this page' option (1) reads the page aloud (1) so a visitor with poor eyesight can hear the content (1)
• Zoom/magnifier (1) enlarges the text and images (1) so they are easier to read (1)
• Adjustable typeface/font size (1) in the device or operating system settings (1) so the user can set text they can read (1)

Allow one feature developed with three linked points to earn all three marks.

Do not accept: changing/increasing the font size on the website, as the browser does this.

Accept any other appropriate response.

A description of interface design features that make a kiosk accessible. To include three from

• A clear/simple layout (1)
• Buttons/icons that are large and easy to select (1)
• A readable font/sans serif font (1)
• High contrast between the text and the background (1)
• A limited colour palette/colours that do not distract (1)

Do not accept: using colours just to make the kiosk look attractive.

Accept any other appropriate response.

Award one mark for each correct way and one mark for a justification of each way, up to a maximum of four marks.

• Use a readable/sans serif font (1) so that users with a visual impairment/dyslexia can read the text more easily (1)
• Use a high contrast between the text and the background (1) so that users with poor eyesight can still read the content (1)
• Use a limited colour palette (1) so that the page is not distracting/users with a visual impairment can find the information they need (1)
• Avoid confusing colour combinations such as red and green (1) so that colour-blind users can see all of the content (1)
• Keep the layout and navigation the same on every page (1) so that users with cognitive needs do not get lost/confused (1)
• Put important items such as the navigation and search box in a prominent position (1) so that users with a visual impairment can find them quickly (1)
• Use large, clear buttons and icons (1) so that users with motor difficulties can select them (1)

Do not accept: increasing/changing the font size, as the browser settings do this

Allow: the same way given twice if it is applied to two different parts of the page (e.g. the ticket button and the navigation bar)

Accept any other appropriate wording/phrasing.

Award one mark for each correct way and one mark for a justification of each way, up to a maximum of four marks.

The justification must say how the way helps a group of staff with a particular need (for example caring responsibilities, a health condition or a disability) to be included at work or to keep working.

• Allow flexible/flexitime hours (1) so that staff can fit work around childcare or caring for a relative (1)
• Allow staff to work from home/remotely (1) so that staff with a health condition or mobility issue do not have to travel to work (1)
• Allow job share/part-time working (1) so that staff who cannot work full time, for example because of a disability, can still have a job (1)
• Let staff choose their own start and finish times (1) so that they can attend appointments such as hospital visits or fit work around their religious commitments (1)
• Allow staff to work from different locations/branches (1) so that staff who find travelling difficult can work somewhere closer to home (1)
• Let staff make up hours at a different time (1) so that they can take time off for their caring responsibilities without losing pay (1)
• Allow staff to swap shifts with other staff (1) so that they can arrange their work around their caring responsibilities (1)

Do not accept: benefits to the company only, e.g. saving money on office rent, or other ways of making the workplace inclusive that are not about flexible working, e.g. providing ramps or buying new furniture.

Accept any other appropriate wording/phrasing.

Responses will be credited according to the learner's demonstration of knowledge and understanding of the material, using the indicative content and level descriptors below.

The indicative content that follows is not prescriptive. Responses may cover some or all indicative content, but learners should be rewarded for other responses.

Discussion may consider

• Childcare – staff can fit lessons around school pick-up times so they can keep working
• Caring for a relative – staff can work from home on days when the person they care for needs them
• Health needs – a teacher recovering from an operation can teach online from home instead of travelling to the school
• Disability – a teacher with limited mobility can teach from home, so the school building is not a barrier
• Job share – two staff can share one full-time role, so someone who cannot work full time can still teach
• Wider pool of staff – the school can recruit teachers who live far away or have a disability, so its workforce is more inclusive
• Staff retention – staff whose needs are met are less likely to leave, so the school keeps its experienced teachers

Levels

• Level 0 (0 marks): No rewardable content
• Level 1 (1–2 marks): Demonstrates isolated elements of knowledge and understanding; there will be major gaps or omissions; Few of the points made will be relevant to the context in the question; Limited discussion which contains generic assertions rather than considering different aspects and the relationship between them
• Level 2 (3–4 marks): Demonstrates some accurate knowledge and understanding; with only minor gaps or omissions; Some of the points made will be relevant to the context in the question, but the link will not always be clear; Displays a partially developed discussion which considers some different aspects and some consideration of how they interrelate, but not always in a sustained way
• Level 3 (5–6 marks): Demonstrates mostly accurate and thorough/detailed knowledge and understanding; Most of the points made will be relevant to the context in the question, and there will be clear links; Displays a well-developed and logical discussion which clearly considers a range of different aspects and considers how they interrelate, in a sustained way

Responses will be credited according to the learner's demonstration of knowledge and understanding of the material, using the indicative content and level descriptors below.

The indicative content that follows is not prescriptive. Responses may cover some or all indicative content, but learners should be rewarded for other responses.

Evaluation may consider

Benefits

• Consistent layout – navigation and basket in the same place on every page, so customers can find their way to the checkout.
• Grouped details with white space – cheese name, weight and price together, so customers can compare cheeses quickly.
• Sans serif font – easier to read on screen than a script font, so customers can read descriptions and prices.
• Limited brand palette – looks consistent and makes the 'Add to basket' button stand out, so customers can order easily.

Drawbacks

• Cluttered layout – pop-ups and too many images make the checkout hard to find, so customers may leave without ordering.
• Decorative or script fonts – harder to read on screen, particularly for older customers.
• Poor contrast – text and buttons hard to read, so customers may choose the wrong cheese or give up on the order.
• Red and green used together – colour-blind customers may not be able to read an error message or complete an order.

Accept any other appropriate wording/phrasing

Levels

• Level 0 (0 marks): No rewardable material
• Level 1 (1–2 marks): Demonstrates isolated elements of knowledge and understanding; there will be major gaps or omissions; Few of the points made will be relevant to the context in the question; Limited evaluation which contains generic assertions leading to a conclusion which is partially supported
• Level 2 (3–4 marks): Demonstrates some accurate knowledge and understanding; with only minor gaps or omissions; Some of the points made will be relevant to the context in the question, but the link will not always be clear; Displays a partially developed evaluation which considers some different competing points, although not always in detail, leading to a conclusion which is partially supported
• Level 3 (5–6 marks): Demonstrates mostly accurate and thorough/detailed knowledge and understanding; Most of the points made will be relevant to the context in the question, and there will be clear links; Displays a well-developed and logical evaluation which clearly considers a range of different aspects and competing points, leading to a conclusion that is fully supported