Assessment

Target Behavior	Action	Assessment	Performance Level
Discriminate among the organizational blocks of a document.	Student identifies elements of an electronic document.	The student is given an electronic version of a Word Document. The document has one Heading 1 followed by a body paragraph and four Heading 2s followed by body paragraphs. The student must label all parts in ten minutes.	Students must correctly label all ten elements.
State the challenges people with visual impairments have interacting with text.	Student lists challenges people with visual impairments have interacting with text.	Student is given a blank piece of paper and given ten minutes to list all the challenges that people who have visual impairments face when interacting with visual text.	Students must identify at least three out of the four following: challenges communicating the meaning of different font-weights; challenges communicating the meaning of different font colors; challenges communicating the organizational breaks in a document; challenges navigating long documents.
Translate the visual meaning of images into words.	Students develop appropriate Alternative Text for images.	Students are given a handout with a random selection of images, three of which are randomly labeled as decorative, and two of which are randomly labeled as meaningful. Underneath each image is a line labeled “Alt Text.” Students are given twenty minutes to develop alt text for all five images.	For decorative images, students should provide the following options: Indicate that the alt-text should be blankDecorative Image. For the meaningful images, students should develop a short sentence that describes something in the image.
State the challenges people with audio impairments have interacting with aural information.	Student lists challenges people with audio impairments have interacting with aural information.	Student is given a blank piece of paper and given ten minutes to list all the challenges that people who have audio impairments face when interacting with aural text.	Students must identify at least one out of the three following: challenges distinguishing background noise from meaningful information; obtaining meaning from intentional background noise (such as sound effects or background music); hearing any sound at all.
Explain the basic principles of video accessibility.	Student identifies that videos have both visual and aural components that must be addressed for people with visual or auditory impairments.	Student is given a two-minute video clip that has not been made accessible. The video clip has a person talking over background music, uses sound effects to emphasize important points, and has visual graphics to illustrate points. Visual graphics have both image and text. Students are given twenty minutes to list all the steps that should be completed to make the video accessible.	Students must identify three out of the following remediations: Provide captioning of the person talkingProvide captioning that indicates background musicProvide captioning that briefly describes the background music.Provide captioning that indicates the sound effects.Provide a time-indexed text transcript that describes all visual images in the video.Provide ability to pause the video to include descriptive text of images for people with visual impairments. At least one of the identified remediations must address challenges faced by people with visual impairments and at least one of the identified remediations must address challenges faced by people with auditory impairments.
Use Styles in Microsoft Word.	Appropriately apply Styles to an unformatted Word Document.	Students are given an unformatted Word Document that is 12 pages in length and has sub-sections with three levels of headings. Students are given an hour to read the document and apply Heading 1, Heading 2, Heading 3, and body paragraph styles appropriately.	All headings are identified appropriately. 75% of the headings are identified at the appropriate level.
Use Styles in D2L Brightspace	Appropriately apply Styles to an unformatted text document in D2L Brightspace.	Students are given an unformatted block of text in Word. They are given fifteen minutes to create a file in D2L and use the appropriate headings. The text block has only one block of text that should be Heading 1 and the rest is body text.	Students create a file in Brightspace and correctly apply Heading 1 to the Heading 1 text and Paragraph style to the rest of the text.