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2.3 Types of Questions in Digital Examinations
Contents: Types of examinations and their associated accessibility considerations. Types of digital examinations Digital examinations encompass a wide range of different examination types. From an accessibility perspective, it is therefore difficult to identi...
2.4 Further Information on Accessible E-Exams
1. What are E-Exams? The term ‘e-exams’ stands for electronic examinations (e-assessment) and is a term used in examination regulations that is currently evolving. E-exams are conducted within a closed examination system. Such an examination system may, for ex...
1. Audio track
Content: Speaking pace, pronunciation, relevant information, visual information. 1.1 Speaking pace Communication takes place at a moderate speaking pace and uses short sentences. Further information What does this mean? The person presenting information in a v...
2. Video track
Content: Background, lip movements, relevant information, subtitles, visual information, contrasts, flashing images, sign language, visual effects. 2.1 Background The background contrasts clearly with other elements and is neutral overall. Further information...
Bibliography
Bandtel, M., Baume, M., Brinkmann, E., Bedenlier, S., Budde, J., Eugster, B., Ghoneim, A., Halbherr, T., Persike, M., Rampelt, F., Reinmann, G., Sari, Z. & Schulz, A. (Hrsg.). (2021). Digitale Prüfungen in der Hochschule: Whitepaper einer Community Working Gro...
3. Implementing accessible E-exams
The accompanying guide brings together key information and is supplemented by a collection of questions on the process of conducting accessible e-exams. This collection provides examples of potential questions that may be helpful when planning, implementing an...
3.1 Checklist: Accessible E-exams
Contents: Checkpoints for before the exam, during the exam and after the exam. An alternative version of this checklist is available as a table in the guide. Before the exam Practise using digital programmes and the available examination techniques with your s...
3.2 Guidelines on digitally accessible E-exams
Contents: Basic information on e-exams, exam formats, question types, tips and tricks, and disadvantage compensation. The guide to digitally accessible e-exams (PDF document) brings together key information on the subject and helps you put it into practice.
3.3 List of Questions regarding the Procedure for online Examinations
Contents: A collection of sample questions on the procedure for online examinations. The collection of sample questions on the procedure for accessible e-exams (Word document) brings together examples of possible questions that may assist you in the planning,...
Bibliography
Althoff, K., Johannfunke, M., Matzel, D. & Cetin, H. (2025). Barrierefreie digitale Prüfungen. SHUFFLE – Hochschulinitiative digitale Barrierefreiheit für Alle, Universität Bielefeld (Freigegeben unter CC BY 4.0-Lizenz). Abgerufen am 20. Januar 2025, von https...
ILIAS
The guidelines and supplementary explanations are designed to help you create accessible ILIAS courses. They provide you with targeted guidance on how to implement the steps described with confidence and make your digital teaching offerings accessible.
Moodle (checklist and implementation guide)
Although Moodle itself is not programmed to be fully accessible, it is possible to remove or even prevent barriers created by course creators. To this end, we have compiled checklists and accompanying implementation guides to help you design a Moodle course th...
3. Playback/download.
Content: Options, metadata, download. 3.1 Options Options such as subtitles, DGS translation, volume, video player, etc. can be switched on and off. Further information What does this mean? Options such as subtitles, DGS translation (German Sign Language), vol...
List of References
Kuhlmann, J., Bergmann, S., Günter, J. & Stormer, C. (2025). Materialpaket barrierefreie Lehre. SHUFFLE – Hochschulinitiative digitale Barrierefreiheit für Alle, Bielefeld University (Released under a CC BY 4.0 licence). Retrieved on 18 January 2026, from http...
1. Course title
Contents: The importance of clear course titles; guidance on implementation. Why is clear labelling important? Navigating ILIAS can be a challenge for students. In particular, finding courses via the magazine is seen as a barrier. In the student survey conduc...
2. Course structure
Contents: The importance of a course structure; guidance on implementation. Why is the structure of the course important? ILIAS offers the option to design courses individually, according to the teacher’s preferences. However, this can also make it difficult ...
3. Formatting: Headings
Contents: The importance of formatting headings; guidance on implementation. Why are headings important? Headings provide an overview of the content that follows. They help to structure the content and aid navigation. In an ILIAS course room, too, care must b...
4. Formatting: Lists
Contents: The importance of formatting bulleted lists; guidance on implementation. Why are lists important? Lists are used to present grouped information in a concise and clear manner. To ensure that assistive technologies recognise them as such, lists must b...