Quizzes

  • Last modification date Updated On July 25, 2023

Strategies

Quiz in Canvas

Related Guidelines1: WCAG 1.1.1, WCAG 1.3.3, WCAG 1.4.1, WCAG 2.1.1, WCAG 2.2.1, WCAG 2.2.3, WCAG 3.2.4

There are two quiz tools in Canvas: Classic Quizzes and New Quizzes. Most of the following strategies apply to both tools, but we’ll note relevant exceptions in the sections below.

Instructions and Guidelines

Clarity and consistency are especially important when giving directions for quizzes. Here are a few things you can do to minimize confusion when writing instructions and guidelines for your assignments:

  • When possible, use succinct and unambiguous/literal language.
  • Try to use consistent titles and names for assignments and course materials, if referenced in the quiz.
    • Example #1: If you refer to a required reading as the “2011 article” in the syllabus and/or during class, make sure it is called the “2011 article” in the quiz as well.
    • Example #2: If you refer to the quiz as “Quiz 1” during class, make sure the title of the quiz is also “Quiz 1” in Canvas.
Quizzes in Canvas

When using Quizzes in Canvas, here are a few tips to consider to help make your quiz more accessible:

  • When using New Quizzes, try to avoid using the Hot Spot question type if possible; that question type is not accessible to screen readers2 or keyboard navigable3.
  • Whenever possible, add alternative text (i.e., alt text)4 to all images.
  • If you can, apply accommodations (e.g., extended time or additional attempts on quizzes) to the quizzes ahead of time.
  • Tip: Equations using LaTex can have serious accessibility barriers. We can help you navigate these challenges, so if using LaTex in your quizzes, schedule a consultation with us at cornellcti@cornell.edu.

Specific Tools

Classic Quizzes

Images

When creating a quiz using classic Quizzes or New Quizzes, it’s important to note that there will be some variation of the Rich Content Editor (RCE), which is the editing toolbar at the top of the page. In Classic Quizzes, you can add an image with alt text via the Images button.

The Images Drop-down Menu in the RCE
The Upload Image Pop-Up Window

Accommodations

It’s also important to note that New Quizzes and classic Quizzes handle accommodations differently.

For example, all accommodations in Classic Quizzes are done on a quiz-by-quiz basis. For a more detailed guide, see: Once I publish a quiz, how do I use the Moderate Quiz page?

Here’s a brief guide to moderating quizzes in Classic Quizzes in Canvas:

  1. Under “Related Items” click Moderate This Quiz.
A Classic Quiz with the Moderate This Quiz Link
  1. Here you’ll find a list of student names. Check the box next to the students who need accommodations, and then click the Change Extensions for ___ Selected Students link.
The Moderate Quiz Area in a Quiz Created with Classic Quizzes
  1. Provide Extra Attempts and/or Extra Time in the fields provided then click Save.
The Window to Give Learners Additional Attempts or Time in a Classic Quiz

Review the following for more information: Accommodations in New Quizzes and Accommodations in Classic Quizzes.

New Quizzes

Images

When creating a quiz using Classic Quizzes or New Quizzes, note that there will be some variation of the Rich Content Editor (RCE), which is the editing toolbar at the top of the page.

In New Quizzes, you can add an image with alt text via the Upload Media button in the RCE.

The Images Drop-down Menu in the RCE
The Upload Image Pop-Up Window

Accommodations

Reminder: New Quizzes and Classic Quizzes handle accommodations differently.

In New Quizzes, it’s possible to apply time adjustments for a student in a single quiz OR for all New Quizzes in the course at once. For a more detailed guide, see: How do I use the Moderation page in New Quizzes?

Note: This only applies to time adjustments, such as giving a student extra time or removing the time limit for that student. However, to give a student extra attempts on a quiz, you’ll have to create that option on a quiz-by-quiz basis.

  1. Click the Build button.
The Build Button in a Quiz Created with New Quizzes
  1. In the Build menu, go to the Moderate tab.
The Moderate Tab in a New Quiz
  1. Here, you should find a list of students. To make accommodations for just this one quiz, click the Moderate button next to the name of the student, and then provide Additional Attempts and/or Time Adjustments in the fields provided as needed.
Adding Attempts or Time Adjustments for a Single Quiz
  1. To make time adjustments for this student in all New Quizzes in the course, click the pencil icon next to the name, and provide the Time adjustments as needed.
Adding Time Adjustments for a Learner in All Quizzes in the Course

Tips

Consider Alternatives to Quizzes

If possible, consider swapping timed exams for take-home exams, projects, papers, debates, and/or peer reviews. These assessments can be more authentic, effective, and inclusive, and they have the added benefit of reducing the need for extended time on exams.

For more information, see Four Empirically Based Reasons Not to Administer Time-Limited Tests.

Context

Who benefits from these strategies?

Quizzes created with these strategies can benefit many learners. However, one or more of these may be essential for those who:

  • Use a screen reader, screen magnifier, braille display, and/or other assistive technologies.
  • Require a consistent and straightforward layout. See: Cognitive, Learning, and Neurological Disabilities.
  • Have difficulty decoding uncommon words and phrases.
  • Struggle with nonliteral word usage.
  • Cannot or have difficulty using a mouse. See: Motor Disabilities.
  • Are easily distracted by sensory stimuli.
  • Require frequent breaks for health reasons.
  • Have test anxiety.
  • Are English language learners.

These are just a few scenarios where individuals benefit may from these strategies – there are many more.

Why do some learners need extended time on exams?

Learners who rely on assistive devices5 may require extended time because it can take longer to interact and read using these devices. This is due to how the device is designed and how the individual must interact with the device.

Another thing to keep in mind is that the location where the students are taking the exam may contain many distractors for those who are easily distracted by sensory stimuli.

These are only two possible scenarios, but there are many other reasons why an individual may need extended time on a test.

Note: Some instructors have the flexibility to remove the time requirement altogether or use a different type of assessment. Doing so will likely help many learners, even those who do not have official accommodations. An example of this type of student may be English-language learners and learners who need accommodations, but who may be too intimidated to request them. In addition, other types of assessments may better relate to challenges the learners will experience in a working environment, as opposed to taking a test.

  1. These links are to the Web Content Accessibility Guidelines (WCAG) associated with the strategies on this page. Review Our Approach for more information about WCAG. ↩
  2. A screen reader is a type of specialized text-to-speech assistive technology. ↩
  3. Keyboard navigation refers to the order in which a user will navigate through a website/page/material when using only keyboard keys such as TAB, arrows, ENTER, or space bar. A user should be able to navigate and interact with webpages without use of a mouse and only using the keyboard. ↩
  4. Alternative text, also called alt text, is a text description associated with the image in the semantic HTML. Alt text is vital for screen readers, but may also appear to all users when an image is broken or doesn’t load properly. ↩
  5. Tools that enable or assist those with disabilities to interact with their environment and/or with computers, mobile devices, files and the web. ↩