| Site is available for indexing by well-behaved agents. | Allows AI bots to find and index your pages, helping your content appear in search results and reach more people. | |
| Page main content is available in initial document. | Ensures search engines can read and index the content within a document, making it discoverable and improving visibility online. | |
| Homepage has Schema.org government organization type tags. | Identifies websites as official government agencies for AI systems and search engines to recognize automatically. | |
| The HTTP status of /sitemap.xml is OK. | Confirms the sitemap is accessible, ensuring search engines can easily find and index all pages on the site. | |
| The sitemap file type is XML. | Stores site structure in a readable format, helping search engines efficiently crawl and index all website pages. | |
| The site has a valid robots policy. | Guides search engines on which pages to crawl or avoid, ensuring important content is indexed and irrelevant pages aren't. | |
| The robots policy allows access to browsers and scrapers. | Permits search engines and web tools to access content, helping improve search visibility and gather relevant data. | |
| The robots.txt file points to a sitemap file. | Helps search engines find the sitemap quickly, improving how they discover and index website pages. | |
| Use preferred page URLs to avoid duplication. | Prevents duplicate content issues by telling search engines which version of a page is the main one. | |
| Links have descriptive text. | Describes the link’s purpose clearly, helping users know where it leads and improving navigation for everyone. | |
| Specifies language and region for webpages. | Indicates page language and region, helping users see the right version and improving search results in different countries. | |
| Access keys let users quickly focus a part of the page. For proper navigation, each access key must be unique. | Allows keyboard-only users and screen reader users to efficiently move through and interact with page content. | |
| Each ARIA `role` supports a specific subset of `aria-*` attributes. Mismatching these invalidates the `aria-*` attributes. [Learn how to match ARIA attributes to their roles](https://dequeuniversity.c | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| Many HTML elements can only be assigned certain ARIA roles. Using ARIA roles where they are not allowed can interfere with the accessibility of the web page. | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| When an element doesn't have an accessible name, screen readers announce it with a generic name, making it unusable for users who rely on screen readers. [Learn how to make command elements more acces | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| Some ARIA attributes are only allowed on an element under certain conditions. | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| Deprecated ARIA roles may not be processed correctly by assistive technology. | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| ARIA dialog elements without accessible names may prevent screen readers users from discerning the purpose of these elements. [Learn how to make ARIA dialog elements more accessible](https://dequeuniv | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| Assistive technologies, like screen readers, work inconsistently when `aria-hidden="true"` is set on the document `<body>`. [Learn how `aria-hidden` affects the document body](https://dequeuniversity. | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| Focusable descendents within an `[aria-hidden="true"]` element prevent those interactive elements from being available to users of assistive technologies like screen readers. [Learn how `aria-hidden` | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| When an input field doesn't have an accessible name, screen readers announce it with a generic name, making it unusable for users who rely on screen readers. | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| When a meter element doesn't have an accessible name, screen readers announce it with a generic name, making it unusable for users who rely on screen readers. [Learn how to name `meter` elements](http | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| When a `progressbar` element doesn't have an accessible name, screen readers announce it with a generic name, making it unusable for users who rely on screen readers. [Learn how to label `progressbar` | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| Using ARIA attributes in roles where they are prohibited can mean that important information is not communicated to users of assistive technologies. | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| Some ARIA roles have required attributes that describe the state of the element to screen readers. | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| Some ARIA parent roles must contain specific child roles to perform their intended accessibility functions. | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| Some ARIA child roles must be contained by specific parent roles to properly perform their intended accessibility functions. | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| ARIA roles must have valid values in order to perform their intended accessibility functions. | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| Adding `role=text` around a text node split by markup enables VoiceOver to treat it as one phrase, but the element's focusable descendents will not be announced. | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| When a toggle field doesn't have an accessible name, screen readers announce it with a generic name, making it unusable for users who rely on screen readers. | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| When a tooltip element doesn't have an accessible name, screen readers announce it with a generic name, making it unusable for users who rely on screen readers. [Learn how to name `tooltip` elements]( | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| When a `treeitem` element doesn't have an accessible name, screen readers announce it with a generic name, making it unusable for users who rely on screen readers. | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| Assistive technologies, like screen readers, can't interpret ARIA attributes with invalid values. | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| Assistive technologies, like screen readers, can't interpret ARIA attributes with invalid names. | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| When a button doesn't have an accessible name, screen readers announce it as "button", making it unusable for users who rely on screen readers. [Learn how to make buttons more accessible](https://dequ | Gives screen reader users meaningful descriptions of interactive elements so they can understand and use them. | |
| Adding ways to bypass repetitive content lets keyboard users navigate the page more efficiently. | Allows keyboard-only users and screen reader users to efficiently move through and interact with page content. | |
| Low-contrast text is difficult or impossible for many users to read. [Learn how to provide sufficient color contrast](https://dequeuniversity.com/rules/axe/4.10/color-contrast). | Makes text readable for users with low vision or color blindness by ensuring sufficient visual distinction. | |
| When definition lists are not properly marked up, screen readers may produce confusing or inaccurate output. [Learn how to structure definition lists correctly](https://dequeuniversity.com/rules/axe/4 | Helps screen readers announce structured content (tables, lists) in a logical order that users can understand. | |
| Definition list items (`<dt>` and `<dd>`) must be wrapped in a parent `<dl>` element to ensure that screen readers can properly announce them. [Learn how to structure definition lists correctly](https | Helps screen readers announce structured content (tables, lists) in a logical order that users can understand. | |
| The title gives screen reader users an overview of the page, and search engine users rely on it heavily to determine if a page is relevant to their search. | Gives screen reader users meaningful descriptions of interactive elements so they can understand and use them. | |
| The value of an ARIA ID must be unique to prevent other instances from being overlooked by assistive technologies. [Learn how to fix duplicate ARIA IDs](https://dequeuniversity.com/rules/axe/4.10/dupl | Ensures assistive technologies like screen readers can correctly interpret and announce page elements to users with disabilities. | |
| Form fields with multiple labels can be confusingly announced by assistive technologies like screen readers which use either the first, the last, or all of the labels. [Learn how to use form labels](h | Gives screen reader users meaningful descriptions of interactive elements so they can understand and use them. | |
| Screen reader users rely on frame titles to describe the contents of frames. | Gives screen reader users meaningful descriptions of interactive elements so they can understand and use them. | |
| Properly ordered headings that do not skip levels convey the semantic structure of the page, making it easier to navigate and understand when using assistive technologies. | Allows keyboard-only users and screen reader users to efficiently move through and interact with page content. | |
| If a page doesn't specify a `lang` attribute, a screen reader assumes that the page is in the default language that the user chose when setting up the screen reader. If the page isn't actually in the | Helps screen readers pronounce content correctly by identifying the language of the page and its elements. | |
| Specifying a valid [BCP 47 language](https://www.w3.org/International/questions/qa-choosing-language-tags#question) helps screen readers announce text properly. [Learn how to use the `lang` attribute] | Helps screen readers pronounce content correctly by identifying the language of the page and its elements. | |
| If the webpage does not specify a consistent language, then the screen reader might not announce the page's text correctly. | Helps screen readers pronounce content correctly by identifying the language of the page and its elements. | |
| Informative elements should aim for short, descriptive alternate text. Decorative elements can be ignored with an empty alt attribute. | Gives screen reader users meaningful descriptions of interactive elements so they can understand and use them. | |
| Informative elements should aim for short, descriptive alternative text. Alternative text that is exactly the same as the text adjacent to the link or image is potentially confusing for screen reader | Gives screen reader users meaningful descriptions of interactive elements so they can understand and use them. | |
| Adding discernable and accessible text to input buttons may help screen reader users understand the purpose of the input button. | Gives screen reader users meaningful descriptions of interactive elements so they can understand and use them. | |
| When an image is being used as an `<input>` button, providing alternative text can help screen reader users understand the purpose of the button. [Learn about input image alt text](https://dequeuniver | Gives screen reader users meaningful descriptions of interactive elements so they can understand and use them. | |
| Labels ensure that form controls are announced properly by assistive technologies, like screen readers. | Gives screen reader users meaningful descriptions of interactive elements so they can understand and use them. | |
| Low-contrast text is difficult or impossible for many users to read. Link text that is discernible improves the experience for users with low vision. [Learn how to make links distinguishable](https:// | Makes text readable for users with low vision or color blindness by ensuring sufficient visual distinction. | |
| Link text (and alternate text for images, when used as links) that is discernible, unique, and focusable improves the navigation experience for screen reader users. [Learn how to make links accessible | Gives screen reader users meaningful descriptions of interactive elements so they can understand and use them. | |
| Screen readers have a specific way of announcing lists. Ensuring proper list structure aids screen reader output. | Helps screen readers announce structured content (tables, lists) in a logical order that users can understand. | |
| Screen readers require list items (`<li>`) to be contained within a parent `<ul>`, `<ol>` or `<menu>` to be announced properly. | Helps screen readers announce structured content (tables, lists) in a logical order that users can understand. | |
| Users do not expect a page to refresh automatically, and doing so will move focus back to the top of the page. This may create a frustrating or confusing experience. | Follows established patterns that prevent common usability barriers for people with disabilities. | |
| Disabling zooming is problematic for users with low vision who rely on screen magnification to properly see the contents of a web page. | Follows established patterns that prevent common usability barriers for people with disabilities. | |
| Screen readers cannot translate non-text content. Adding alternate text to `<object>` elements helps screen readers convey meaning to users. | Gives screen reader users meaningful descriptions of interactive elements so they can understand and use them. | |
| Form elements without effective labels can create frustrating experiences for screen reader users. | Gives screen reader users meaningful descriptions of interactive elements so they can understand and use them. | |
| Including a skip link can help users skip to the main content to save time. | Gives screen reader users meaningful descriptions of interactive elements so they can understand and use them. | |
| A value greater than 0 implies an explicit navigation ordering. Although technically valid, this often creates frustrating experiences for users who rely on assistive technologies. | Allows keyboard-only users and screen reader users to efficiently move through and interact with page content. | |
| The summary attribute should describe the table structure, while `<caption>` should have the onscreen title. Accurate table mark-up helps users of screen readers. | Helps screen readers announce structured content (tables, lists) in a logical order that users can understand. | |
| Touch targets with sufficient size and spacing help users who may have difficulty targeting small controls to activate the targets. | Follows established patterns that prevent common usability barriers for people with disabilities. | |
| Screen readers have features to make navigating tables easier. Ensuring `<td>` cells using the `[headers]` attribute only refer to other cells in the same table may improve the experience for screen r | Helps screen readers announce structured content (tables, lists) in a logical order that users can understand. | |
| Screen readers have features to make navigating tables easier. Ensuring table headers always refer to some set of cells may improve the experience for screen reader users. | Helps screen readers announce structured content (tables, lists) in a logical order that users can understand. | |
| Specifying a valid [BCP 47 language](https://www.w3.org/International/questions/qa-choosing-language-tags#question) on elements helps ensure that text is pronounced correctly by a screen reader. [Lear | Helps screen readers pronounce content correctly by identifying the language of the page and its elements. | |
| When a video provides a caption it is easier for deaf and hearing impaired users to access its information. | Provides alternative ways to access media content for users who are deaf or hard of hearing. | |
| A heading with no content or inaccessible text prevent screen reader users from accessing information on the page's structure. | Improves the experience for assistive technology users by ensuring content structure is clear and consistent. | |
| Links with the same destination should have the same description, to help users understand the link's purpose and decide whether to follow it. | Improves the experience for assistive technology users by ensuring content structure is clear and consistent. | |
| One main landmark helps screen reader users navigate a web page. | Improves the experience for assistive technology users by ensuring content structure is clear and consistent. | |
| Visible text labels that do not match the accessible name can result in a confusing experience for screen reader users. | Improves the experience for assistive technology users by ensuring content structure is clear and consistent. | |
| Screen readers have features to make navigating tables easier. Ensuring that tables use the actual caption element instead of cells with the `[colspan]` attribute may improve the experience for screen | Improves the experience for assistive technology users by ensuring content structure is clear and consistent. | |
| Screen readers have features to make navigating tables easier. Ensuring that `<td>` elements in a large table (3 or more cells in width and height) have an associated table header may improve the expe | Improves the experience for assistive technology users by ensuring content structure is clear and consistent. | |
| Ratio of image width to height. | Ensures images display correctly without distortion on different screens and devices. | |
| Tells browser how to read code. | Helps browsers display web pages correctly by telling them what kind of HTML code the page is using. | |
| Character set for text encoding. | Helps computers show words and symbols correctly in different languages and on different devices. | |
| Describes webpage content in a few words. | Identifies the page's content, helping users and search engines understand it quickly. | |
| Describes webpage content in a few words. | Describes page content briefly, helping users understand what to expect and improving search engine results. | |
| How easy text is to read. | Improves communication by helping readers quickly understand messages without confusion or frustration. | |
| Makes websites fit all screen sizes. | Optimizes page display for various devices, ensuring content looks good on all screen sizes and enhances user experience. | |
| Making images bigger or smaller. | Allows users to adjust size for better readability, improving accessibility and making content easier to view on all devices. | |
| Privacy and integrity protection. | Secures data by encrypting communication, protecting user privacy and preventing unauthorized access to sensitive information during online interactions. | |
| One domain works with www and non-www. | Ensures consistent site display whether users type with or without 'www,' preventing errors and improving overall accessibility. | |
| Sponsored top-level domain (.gov / .edu / .mil). | Defines trusted website categories, helping users identify official sites and improving credibility and security for specific organizations. | |
| Measures unexpected webpage content shifts. | Minimizes unexpected page movements, improving user experience by keeping content stable while it loads. | |
| The page begins to display within 1.8 seconds. | Measures how quickly important content appears, improving user experience by reducing wait time when loading a page. | |
| Page responds in under 0.2 seconds. | A fast response time increases interactivity and user satisfaction, leading to a more engaging experience. | |
| Major content loads in 2.5 seconds. | Measures when the main content fully loads, improving user experience by showing the most important part of a page quickly. | |
| Code received in 0.8 seconds. | Measures how quickly a server responds, impacting page load speed and user experience by reducing wait times. | |
| The site restricts what can be loaded. | Helps stop hackers by blocking harmful code from running on your website. | |
| Site upgrades to a secure connection. | Forces secure connections, protecting user data by making websites always load with encryption. | |
| The site has a security.txt file. | Provides contact info for reporting security issues, helping site owners fix problems quickly and keep users safe. | |
| The site prevents mime type sniffing. | Stops browsers from guessing file types, helping prevent security risks by enforcing correct content handling. | |
| Tracks mistakes in code for debugging. | Signals problems in website code, helping developers fix issues that could affect how the site works or displays. | |
| Stops fake clicks on hidden content. | Prevents malicious websites from tricking users into clicking hidden elements, enhancing site security and protecting user actions. | |
| Page doesn't allow copy-paste into inputs. | Negatively impacts user experience and weakens security by blocking password managers. | |
| Website title for social sharing. | Sets the website's title for social media sharing, ensuring consistent branding and better previews when content is shared. | |
| Content category for social media. | Specifies content type for social media, improving how links are displayed and enhancing engagement when shared online. | |
| Page title for social sharing. | Sets a clear title for shared content, ensuring accurate and engaging previews on social media platforms. | |
| Short description of your webpage content. | Provides a brief summary of content, helping users understand what the link is about when shared on social media. | |
| Canonical link for social sharing. | Defines the URL of the shared content, ensuring correct linking and improving how the page is displayed on social media. | |
| Preview image for social sharing. | Sets an image for social media previews, improving engagement by displaying relevant visuals when content is shared. | |
| Image description for accessibility | Provides a description for the image, improving accessibility and helping search engines understand the image content. | |