WCAG Edition, based on VPAT® Version 2.5Rev (April 2025)
| Standard/Guideline | Included In Report |
|---|---|
| Web Content Accessibility Guidelines 2.0 | Level A (Yes), Level AA (Yes), Level AAA (No) |
| Web Content Accessibility Guidelines 2.1 | Level A (Yes), Level AA (Yes), Level AAA (No) |
| Web Content Accessibility Guidelines 2.2 | Level A (Yes), Level AA (Yes), Level AAA (No) |
| Criteria | Conformance Level | Remarks and Explanations |
|---|---|---|
| 1.1.1 Non-text Content | Partially Supports | Every image in BlastRoom's own question sets has a text alternative. Images a teacher uploads have one when the teacher adds it in the editor. |
| 1.2.1 Audio-only and Video-only (Prerecorded) | Partially Supports | Video that a teacher adds to a question cannot carry a text alternative. |
| 1.2.2 Captions (Prerecorded) | Partially Supports | Video that a teacher adds to a question cannot carry captions. |
| 1.2.3 Audio Description or Media Alternative (Prerecorded) | Partially Supports | Video that a teacher adds to a question cannot carry an audio description or text alternative. |
| 1.3.1 Info and Relationships | Supports | |
| 1.3.2 Meaningful Sequence | Supports | |
| 1.3.3 Sensory Characteristics | Supports | |
| 1.4.1 Use of Color | Supports | |
| 1.4.2 Audio Control | Supports | |
| 2.1.1 Keyboard | Supports | |
| 2.1.2 No Keyboard Trap | Supports | |
| 2.1.4 Character Key Shortcuts | Supports | |
| 2.2.1 Timing Adjustable | Supports | BlastQuiz homework and practice offer a No timer option; the other homework and practice games have no question timer, and their game length is chosen before play (by the student in practice, by the teacher's goal in homework). Board games are untimed unless the teacher turns on a question timer. A live device game is a real-time event the whole class plays together, so its time limit falls under the real-time exception. |
| 2.2.2 Pause, Stop, Hide | Supports | |
| 2.3.1 Three Flashes or Below Threshold | Supports | |
| 2.4.1 Bypass Blocks | Supports | |
| 2.4.2 Page Titled | Supports | |
| 2.4.3 Focus Order | Supports | |
| 2.4.4 Link Purpose (In Context) | Supports | |
| 2.5.1 Pointer Gestures | Supports | |
| 2.5.2 Pointer Cancellation | Supports | |
| 2.5.3 Label in Name | Supports | |
| 2.5.4 Motion Actuation | Not Applicable | No feature is operated by device motion. |
| 3.1.1 Language of Page | Supports | |
| 3.2.1 On Focus | Supports | |
| 3.2.2 On Input | Supports | |
| 3.2.6 Consistent Help | Supports | |
| 3.3.1 Error Identification | Supports | |
| 3.3.2 Labels or Instructions | Supports | |
| 3.3.7 Redundant Entry | Supports | |
| 4.1.1 Parsing | Supports | |
| 4.1.2 Name, Role, Value | Supports |
| Criteria | Conformance Level | Remarks and Explanations |
|---|---|---|
| 1.2.4 Captions (Live) | Not Applicable | There is no live audio. |
| 1.2.5 Audio Description (Prerecorded) | Partially Supports | Video that a teacher adds to a question cannot carry an audio description. |
| 1.3.4 Orientation | Supports | |
| 1.3.5 Identify Input Purpose | Supports | |
| 1.4.3 Contrast (Minimum) | Supports | |
| 1.4.4 Resize Text | Supports | |
| 1.4.5 Images of Text | Supports | |
| 1.4.10 Reflow | Supports | |
| 1.4.11 Non-text Contrast | Supports | |
| 1.4.12 Text Spacing | Supports | |
| 1.4.13 Content on Hover or Focus | Supports | |
| 2.4.5 Multiple Ways | Supports | |
| 2.4.6 Headings and Labels | Supports | |
| 2.4.7 Focus Visible | Supports | |
| 2.4.11 Focus Not Obscured (Minimum) | Supports | |
| 2.5.7 Dragging Movements | Supports | |
| 2.5.8 Target Size (Minimum) | Supports | |
| 3.1.2 Language of Parts | Partially Supports | Question text written in a language other than the interface language is not marked with its language. |
| 3.2.3 Consistent Navigation | Supports | |
| 3.2.4 Consistent Identification | Supports | |
| 3.3.3 Error Suggestion | Supports | |
| 3.3.4 Error Prevention (Legal, Financial, Data) | Supports | |
| 3.3.8 Accessible Authentication (Minimum) | Supports | |
| 4.1.3 Status Messages | Supports |
Table 3: Success Criteria, Level AAA. Not evaluated.
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