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Assessment Brief
Assessment Brief_Level_Module ASC_5_493_22/23
Read this assessment
ief carefully, it tells you how you are going to be assessed, how to
submit your assessment on-time and how (and when) you’ll receive your marks and
feedback.
Module Code ASC_5_493_22/23
Module Title Cellular Pathology and Imaging
Lecturer Nymeth Ali/Hodan Jama
% of Module Mark 50%
Distributed 9/11/2021
Submission Method Submit online via this Module’s Moodle site
Submission
Deadline
14/12/2022 23:59pm
Release of
Feedback
Feedback will be available online from 22/12/2021
Release of Marks
Provisional marks will be available in the
Gradebook on Moodle from 28/12/2022
Assessment:
During the practical session, students will have to complete a microscopic assessment to
identify the tissue type and identify the organ. The images will be displayed on Microsoft
PowerPoint and the activity will take 10 minutes. The assessment sheet will be collated at the
end of the 10 minutes and the provisional mark will be available on the 28/12/2022.
Case review of a patient with a particular clinical scenario. Students will have to complete a
lab report, circa 2000 words. Students will have to identify the cellular pathology techniques
that have been used to diagnose the disease considering the patient information provided and
the techniques available to diagnose the condition. Students will have to provide the
information about the condition discussed.
The third element of the lab report will include a reflection regarding the 4 laboratory practical
sessions, to include skills developed and how will this be applied as a Biomedical Scientist in
a diagnostic setting (circa 500 words).
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Assessment Details:
Type: Report and in class practical assessment
Resources: Background reading and resources
Word Count: As a guide, aim for 2500 words. The maximum
word limit is 2750 words.
Footnotes will not count towards word count totals
ut must only be used for referencing, not for the
provision of additional text. The bibliography will not
count towards the word total.
If the total word limit is exceeded, a 5% penalty for
every 50 words over will be applied to the overall
mark.
Presentation: â–ª Work must be referenced, and a bibliography
provided
â–ª Work must be submitted as a Word document
(.doc/docx)
â–ª Course work must be submitted using Arial font size
11 (or larger if you need to), with a minimum of 1.5
line spacing
â–ª Your student number must appear at the front of
the coursework. Your name must not be on your
coursework.
Referencing: Harvard Referencing should be used, see your
Li
ary Subject Guide for guides and tips on
eferencing.
Regulations: Make sure you understand the University
Regulations on expected academic practice and
academic misconduct. Note in particular:
â–ª Your work must be your own. Markers will be
attentive to both the plausibility of the sources
provided as well as the consistency and
approach to writing of the work. Simply, if you
do the research and reading, and then write it
up on your own, giving the reference to
sources, you will approach the work in the
appropriate way and will cause not give
markers reason to question the authenticity of
the work.
â–ª All quotations must be credited and properly
eferenced. Paraphrasing is still regarded as
plagiarism if you fail to acknowledge the source
for the ideas being expressed.
https:
libguides.lsbu.ac.uk/subjects/home
http:
www.lsbu.ac.uk/__data/assets/pdf_file/0008/84347/academic-regulations.pdf
http:
www.lsbu.ac.uk/__data/assets/pdf_file/0008/84347/academic-regulations.pdf
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TURNITIN: When you upload your work to the
Moodle site it will be checked by anti-plagiarism
software.
Learning Outcomes
This assessment will fully or partially assess the following learning outcomes for this module.
1. Demonstrate the understanding of the principles and application of visualisation and
imaging techniques, including microscopy, to aid diagnosis and treatment selection.
(Knowledge and Understanding)
2. Demonstrate knowledge of the gross structure and ultrastructure of normal cells and
tissues and the structural changes which may occur during diseases (Knowledge and
understanding).
3. Recognise and apply physics principles in imaging. (Intellectual Skills)
4. Prepare cells and tissues for microscopic examination. Obtain, record, collate, and
analyse biomedical imaging using appropriate techniques. Apply immunological
techniques used in clinical and research laboratories; (Practical Skills)
5. Identify and interpret pathological changes in tissues through group discussion and
teamwork (Transferable skills).
Assessment Criteria and Weighting
LSBU marking criteria have been developed to help tutors give you clear and helpful
feedback on your work. They will be applied to your work to help you understand
what you have accomplished, how any mark given was a
ived at, and how you can
improve your work in future.
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Criteria
Feedforward comments
100-80% 79-70% 69-60% 59-50% 49-40% 39-30% 29-0%
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5
%
1. Research
Systematic identification
and use of academic and
elevant resources
Extensive independent relevant
esearch evidenced by quality and
quantity used. Ability to draw on
own research and that of others.
Extensive independent relevant
esearch evidenced by quality
and quantity used. Some
autonomous research.
Wide range of relevant
sources identified and used.
Very little guidance needed.
A range of sources
identified and
used. Limited
guidance needed.
Limited research
identified and used.
Some guidance
needed to complete
esearch tasks.
Some evidence of
esearch but
insufficient amount.
Needs support to
develop research
skills.
Little or no
esearch
presented. Needs
significant support
to develop
esearch skills.
2
0
%
2. Subject Knowledge
Understanding and
application of subject
knowledge. Contribution to
subject debate.
Shows sustained
eadth,
accuracy and detail in
understanding key aspects of
subject. Contributes to subject
debate. Awareness of ambiguities
and limitations of knowledge.
Shows
eadth, accuracy and
detail in understanding key
aspects of subject. Contributes
to subject debate. Some
awareness of ambiguities and
limitations of knowledge.
Accurate and extensive
understanding of key aspects
of subject. Evidence of
coherent knowledge.
Accurate
understanding of
key aspects of
subject. Evidence
of coherent
knowledge.
Understanding of key
aspects of subject.
Some evidence of
coherent knowledge.
Some evidence of
superficial
understanding of
subject.
Inaccuracies.
Little or no
evidence of
understanding of
subject.
Inaccuracies.
2
0
%
3. Critical Analysis
Analysis and interpretation
of sources, literature
and/or results. Structuring
of issues/debates.
Very high-quality analysis
developed independently.
Sustained evaluation and
synthesis of resources. Use of
evidence-based arguments.
Thoroughly identifies trends,
inconsistency, congruence, and
states the implications.
Sustained evaluation and
synthesis of resources. Use of
evidence-based arguments.
Thoroughly identifies trends,
inconsistency, congruence, and
states the implications.
Evaluation and synthesis of
esources. Use of evidence-
ased arguments. Identifies
trends, inconsistency,
congruence, and states the
implications.
Evaluation and
synthesis of
esources. Use of
evidence-based
arguments.
Some attempt at
evaluation and
synthesis of
esources. Some
use of evidence-
ased arguments.
Limited evaluation of
esources. Limited
use of evidence-
ased arguments
Little or no
evaluation of
esources. Very
little use of
evidence-based
arguments.
2
0
%
6. Practical Competence
Skills to apply theory to
practice or to test theory
Consistently applies
comprehensive practical and/or
technical skills which reflect the
co
ect application of theory to
context.
Applies comprehensive practical
and/or technical skills which
eflect the co
ect application of
theory to context.
Applies practical and/or
technical skills very well and
with careful application of
theory to context.
Applies practical
and/or technical
skills co
ectly and
with some
application of
theory to context
with only minimal
e
ors.
Applies a sufficient
level of practical
and/or technical skills
ut with some e
ors.
Limited application of
theory to context.
Applies some
aspects of the
practical and/or
technical skills but
these are incomplete
or contain important
e
ors. Very limited
application of theory
to context.
Limited application
of some aspects of
the practical and/or
technical skills. No
application of
theory to context.
5
%
8. Academic Integrity1
Acknowledges and gives
credit to the work of others
follows the conventions
and practices of the
discipline including
appropriate use of
eferencing standards for
discipline.
Consistent, e
or free application of
elevant referencing conventions
with great attention to detail.
Consistent, e
or free application
of relevant referencing
conventions.
Consistent application of
elevant referencing
conventions with few e
ors.
Application of
elevant
eferencing
conventions, with
some e
ors and /
or inconsistencies.
Generally co
ect
application of
elevant referencing
conventions, with
some e
ors and / or
inconsistencies.
Limited application of
eferencing
conventions and / or
e
ors.
Very limited or no
application of
eferencing
conventions,
and/or multiple
e
ors.
2
0
%
10. Personal and
Professional
Development
Management of learning
through self-direction,
planning and reflection
Takes full responsibility for own
learning and development through
continuous cycles of well-
articulated purposeful analysis and
planning, supported by extensive
evidence
Takes full responsibility for own
learning and development
through continuous cycles of
well-articulated purposeful
analysis and planning, supported
y evidence.
Reflection and planning are
self-directed, continuous,
habitual and evidenced
clearly. Strengths have been
uilt on; weaknesses have
een mitigated.
Evidence that a
cycle of reflection
and planning has
een continuous
and productive.
Actively works to
develop strengths
and mitigate
weaknesses.
Evidence that
eflection and
planning have led to
increased disciplinary
engagement and
commitment.
Developing an
awareness of
strengths and
weaknesses.
Weak evidence of
eflection and
planning for learning
ut not followed
through consistently.
Incomplete
awareness of
personal strengths
and weaknesses.
Insufficient
evidence of
eflection or
planning for
learning and no
evidence of
awareness of
personal strengths
and weaknesses.
1 The application of this criterion is independent of the process outlined in the Student Academic Misconduct Procedure
http:
www.lsbu.ac.uk/__data/assets/pdf_file/0004/118327/student-academic-misconduct-procedure.pdf
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How to get help
We will discuss this Assessment Brief in class. However, if you have related
questions, please contact me [name and email] as soon as possible.
Resources
Tutorials and practical resources on Moodle.