The Drawing tool allows students to demonstrate knowledge visually in assessments. However, this format can create significant barriers for students with visual, motor, or cognitive disabilities.
To ensure all students have an equal opportunity to succeed, the questions should be designed with built-in flexibility and offer equivalent alternatives.
1. Multiple means of action & expression
Consider Multiple means of action & expression (a Universal Design for Learning principle) when enabling the drawing tool for a question. The core concept is that a drawing is a means of expression, not the knowledge itself. If the goal is to assess the structure or relationships a drawing represents, an alternative format must be provided to measure that same knowledge.
| Impairment | Issues to consider | Potential accessibility solution |
| Visual Impairment/Blindness | May not be able to perceive the drawing area or required visual elements. Use of a screen reader. | Provide a text-based alternative. |
| Motor/Physical Disability | May not be able to precisely control a mouse, stylus, or trackpad to draw complex or neat figures. | Provide an alternative input method. |
| Cognitive/Processing | May struggle to synthesize complex information into a visual format under timed pressure. | Provide clear structure and optional tools. |
2. Question design guidelines
2.1 Provide an equivalent alternative response option
The question should include instructions for an alternative way to answer that assesses the same knowledge.
Example question with alternative:
Question: "Draw and label a simple, closed-loop feedback system. You must label the sensor, control unit, and output component."
Alternative (must be included): "Alternatively, if you are unable to use the drawing tool, you may provide your answer in the text box below. Describe the feedback loop by listing the three components (Sensor, Control Unit, Output) and explaining the relationship and sequence of information flow between them."
2.2 Write clear and concise instructions
Assume candidates have no prior knowledge of the drawing tool itself.
- State the goal: Clearly define what the student must include and what will be graded (e.g., "The accuracy of the labels is key; the neatness of the lines is secondary.").
- Avoid ambiguous terms: Use concrete terms (e.g., "Create a bar chart with 'X' on the horizontal axis and 'Y' on the vertical axis.")
- Separate instructions: Keep the technical instructions for the drawing tool separate from the academic instructions for the question.
2.3 Don’t rely on color alone (for question prompt and background image etc)
If a starter image or template is provided for candidates to draw on, ensure information is conveyed through more than just color.
- Use texture/pattern: If red is used to denote "negative space," also use a cross-hatch pattern so color-blind students can distinguish it.
- Use labels/text: Always accompany colors with text labels (e.g., labeling a line as "Critical Path" instead of just making it red).
2.4 Offer flexibility in timing
Drawing and graphic creation often take longer than text entry, especially for students using assistive technology or switch controls.
- Time allocation: Over-allocate time for drawing questions compared to a standard multiple-choice or short-answer question to account for motor variance.