Sakai Voluntary Product Accessibility Template (VPAT)
- Former user (Deleted)
The Voluntary Product Accessibility Template (VPAT) is a self-disclosing document that explains how accessible a particular product is according to the Revised 508 Standards and WCAG 2.0.
Sakai Accessibility Conformance Report
VPAT® Version 2.3 (Revised) - April 2019
Name of Product/Version: Sakai 19
Product Description: Collaboration and Learning Environment (CLE) software
Date: December 8, 2019
Contact Information:
- Tiffany Stull, tls6u@virginia.edu
- Joshua Wilson, wilson@longsight.com
Tools Tested
Sakai is composed of an extensive set of tools and core functionality. The following areas were extensively tested:
- Overall interface or "Portal"
- Tests and Quizzes tool
- Gradebook tool
- Rubrics tool
- Profile interface
Note that untested tools may have unidentified accessibility issues.
This product contains the “External Tool (LTI)” which allows an institution to integrate certain outside tools into the technology. This evaluation does not cover any outside tools that may be added by institutions or end users.
Additionally, content can be generated and uploaded by users. It is the responsibility of the user to ensure any content they generate or upload is accessible. Accessible content creation is encouraged through the inclusion of alt text fields, heading options and other tools. Some best practices for creating accessible content are also provided in support documentation.
Evaluation Methods Used
Testing with assistive technologies
The information contained within this Voluntary Product Accessibility Template (VPAT) is a result of an audit performed by an independent contractor during July-October, 2019. This assessment fully tested the compliance of the web-based CLE software with the WCAG 2.0 A and AA and Section 508 standards. This audit included, but was not limited to: automated testing with multiple accessibility tools such as aXe and Site Improve, as well as manual testing with leading assistive technologies such as JAWS screen reader, VoiceOver screen reader, Windows Magnifier screen magnification software and keyboard-only navigation.
Applicable Standards/Guidelines
This report covers the degree of conformance for the following accessibility standard/guidelines:
- Web Content Accessibility Guidelines 2.0 (Level A: Yes; Level AA: Yes; Level AAA: No)
- Web Content Accessibility Guidelines 2.1 (Level A: No; Level AA: No; Level AAA: No)
For each guideline in the WCAG 2.0 standard, there are testable success criteria, which are at three levels: A, AA, and AAA.
Terms
The terms used in the Conformance Level information are defined as follows:
Supports: The functionality of the product has at least one method that meets the criterion without known defects or meets with equivalent facilitation.
Partially Supports: Some functionality of the product does not meet the criterion.
Does Not Support: The majority of product functionality does not meet the criterion.
Not Applicable: The criterion is not relevant to the product.
- Not Evaluated: The product has not been evaluated against the criterion. This can be used only in WCAG 2.0 Level AAA.
Legal Disclaimer (Sakai)
Compliance to Section 508 (and the stated goal of meeting WCAG 2.0 A & AA Success Criteria) varies from tool to tool, and to a certain extent depends on how tools are configured.
Much of a user's experience - and how accessible Sakai feels to that user - will be determined by the content added to it, so a site with good accessibility will also require some forethought on the part of an instructor or designer.
WCAG 2.x Report
Note: When reporting on conformance with the WCAG 2.x Success Criteria, they are scoped for full pages, complete processes, and accessibility-supported ways of using technology as documented in the WCAG 2.0 Conformance Requirements.
Table 1: Success Criteria, Level A
| Criteria | Conformance Level | Remarks and Explanations |
|---|---|---|
| 1.1.1 Non-text Content | Partially Supports | This criterion is supported with the exception of very few instances of missing alt text or discernible text in the application and a few incorrect IDs in the code. |
| 1.2.1 Audio-only and Video-only (Prerecorded) | Not Applicable | Neither audio nor video are included in the product. |
| Not Applicable | Neither audio nor video are included in the product. | |
| 1.2.3 Audio Description or Media Alternative (Prerecorded) | Not Applicable | Neither audio nor video are included in the product. |
| 1.3.1 Info and Relationships | Partially Supports | Most of the application supports this criterion, however certain tools including the Gradebook and Tests & Quizzes do not support this criterion as most form fields are lacking labels. |
| 1.3.2 Meaningful Sequence | Supports | When the sequence in which content is presented affects its meaning, a correct reading sequence can be programmatically determined. |
| 1.3.3 Sensory Characteristics | Supports | Instructions provided for understanding and operating content do not rely solely on sensory characteristics of components such as shape, size, visual location, orientation, or sound. |
| 1.4.1 Use of Color | Supports | Color is not used as the only visual means of conveying information, indicating an action, prompting a response, or distinguishing a visual element. |
| 1.4.2 Audio Control | Supports | The product does not contain audio set to autoplay. Users who add audio content can set the audio to “don’t autoplay.” |
| 2.1.1 Keyboard | Partially Supports | Overall, the application supports this criterion, however, there are small pieces of functionality throughout that are difficult to use with the keyboard. The Gradebook and Tests & Quizzes show significant difficulty for keyboard users. |
| 2.1.2 No Keyboard Trap | Supports | If keyboard focus can be moved to a component of the page using a keyboard interface, then focus can be moved away from that component using only a keyboard interface, and, if it requires more than unmodified arrow or tab keys or other standard exit methods, the user is advised of the method for moving focus away. |
| 2.1.4 Character Key Shortcuts | Not Evaluated | Product not tested for 2.1 criteria. |
| 2.2.1 Timing Adjustable | Supports | Tool allows author to adjust timing of content. Timed elements are only in use if an instructor has designed their content to be timed. Instructors can opt to avoid including timed elements. |
| 2.2.2 Pause, Stop, Hide | Supports | Product does not contain moving, blinking, scrolling, or auto-updating information unless added by a user. |
| 2.3.1 Three Flashes or Below Threshold | Supports | Web pages do not contain anything that flashes more than three times in any one second period unless added by a user. |
| 2.4.1 Bypass Blocks | Partially Supports | Application contains multiple bypass links with multiple methods of activation, however not all methods are currently working as described. At least one method of activation is working on all bypass links. |
| 2.4.2 Page Titled | Supports | Web pages have titles that describe topic or purpose. |
| 2.4.3 Focus Order | Partially Supports | Overall, the application supports this criterion, however, there are a few areas, such as modal windows, where focus order is somewhat unexpected. |
| 2.4.4 Link Purpose (In Context) | Partially Supports | Overall, the application supports this criterion, however, there are a handful of links scattered throughout which lack discernible text. |
| 2.5.1 Pointer Gestures | Not Evaluated | Product not tested for 2.1 criteria. |
| 2.5.2 Pointer Cancellation | Not Evaluated | Product not tested for 2.1 criteria. |
| 2.5.3 Label in Name | Not Evaluated | Product not tested for 2.1 criteria. |
| 2.5.4 Motion Actuation | Not Evaluated | Product not tested for 2.1 criteria. |
| 3.1.1 Language of Page | Supports | Human language of pages can be programmatically determined. |
| 3.2.1 On Focus | Supports | When any component receives focus, it does not initiate a change of context. |
| 3.2.2 On Input | Partially Supports | Overall, the application supports this criterion, however, there are a handful of form elements which lack submit. |
| 3.3.1 Error Identification | Supports | If an input error is automatically detected, the item that is in error is identified and the error is described to the user in text. |
| 3.3.2 Labels or Instructions | Partially Supports | Most of the application supports this criteria, however certain tools including the Gradebook and Tests & Quizzes do not support this criterion as most form fields are lacking labels. |
| 4.1.1 Parsing | Partially Supports | Overall, the application supports this criterion, however, there are a handful of duplicate IDs in the code. |
| 4.1.2 Name, Role, Value | Partially Supports | Overall, the application supports this criterion, however, there are a few misused ARIA attributes, some missing ARIA states, and a few links are lacking discernible text. Many links in the Gradebook are lacking discernible text. |
Table 2: Success Criteria, Level AA
Note: Neither audio nor video are included in the product.
| Criteria | Conformance Level | Remarks and Explanations |
|---|---|---|
| 1.2.4 Captions (Live) | Not Applicable | Neither audio nor video are included in the product. |
| 1.2.5 Audio Description (Prerecorded) | Not Applicable | Neither audio nor video are included in the product. |
| 1.3.4 Orientation | Not Evaluated | Product not tested for 2.1 criteria. |
| 1.3.5 Identify Input Purpose | Not Evaluated | Product not tested for 2.1 criteria. |
Partially Supports | There are very few instances of insufficient contrast in the application. | |
| 1.4.4 Resize text | Supports | Text can be resized without assistive technology up to 200 percent without loss of content or functionality. |
| 1.4.5 Images of Text | Supports | Text is used to convey information rather than images of text except for essential elements (logos). |
| 1.4.10 Reflow | Not Evaluated | Product not tested for 2.1 criteria. |
| 1.4.11 Not-text Contrast | Not Evaluated | Product not tested for 2.1 criteria. |
| 1.4.12 Text Spacing | Not Evaluated | Product not tested for 2.1 criteria. |
| 1.4.13 Content on Hover or Focus | Not Evaluated | Product not tested for 2.1 criteria. |
| 2.4.5 Multiple Ways | Supports | More than one way is available to locate a Web page within a set of Web pages except where the Web Page is the result of, or a step in, a process. |
| 2.4.6 Headings and Labels | Supports | Headings and labels describe topic or purpose. |
| 2.4.7 Focus Visible | Partially Supports | Overall, the application supports this criterion, however, there are issues with visual focus in the Gradebook when a user tries to grade a rubric. This criterion is supported for student users. |
| 3.1.2 Language of Parts | Supports | Human language of passages or phrases can be programmatically determined. |
| 3.2.3 Consistent Navigation | Supports | Navigational mechanisms that are repeated on multiple Web pages within a set of Web pages occur in the same relative order each time they are repeated, unless a change is initiated by the user. |
| 3.2.4 Consistent Identification | Supports | Components that have the same functionality within a set of Web pages are identified consistently. |
| 3.3.3 Error Suggestion | Partially Supports | Some errors provide insufficient feedback. |
| 3.3.4 Error Prevention (Legal, Financial, Data) | Supports | Regarding Tests and Quizzes: Submissions are not reversible. Once a quiz has been submitted, only the instructor can delete the original submission and/or allow a retake. Data entered by the user is not checked for input errors. A mechanism is available for reviewing, confirming, and correcting information before finalizing the submission. Students are prompted to confirm that they are ready to submit the assessment for grading prior to submission. |
| 4.1.3 Status Messages | Not Evaluated | Product not tested for 2.1 criteria. |
Table 1: Success Criteria, Level A
Notes: Not Evaluated - removed.
Report
You can download a copy of the report here: