| ASSESSMENT 2 Part A BRIEF | |
| Subject Code and Title | HSP201 Human Systems & Pathophysiology 1 |
| Assessment | Information Sheet |
| Individual/Group | Individual |
| Length | 500 words (+/- 10%) presented on a single A4 page with text and pictures |
| Learning Outcomes | This assessments addresses the Subject Learning Outcomes outlined at the bottom of this document. |
| Submission | Due by 11:55pm AEST/AEDT Sunday end of Module 3.1 (Week 5) |
| Weighting | 20% |
| Total Marks | 100 marks |
Context
This assessment creates a link between identifying and explaining how injury or infection and the bodies response to such events, results in inflammation and an immune response. The concepts covered in Modules 1.1- Module 2.2 provide foundation knowledge regarding inflammation and the immune response which can be further enhanced by immersing yourself in the suggested readings.
Assessment Task
You are required to create a professional health education handout for your colleagues on the body’s response to Infection or Injury, and explain Inflammation and immune responses.
Instructions
- You need to first decide whether you will focus on an infection or an injury and then conduct preliminary research on inflammation (acute and chronic) and the body’s immune response.
- Create a health education handout addressing the following questions and issues:
- How injury or infection are identified in the first instance and their causes?
- What populations are at risk of injury or infection? Are certain populations more susceptible than others?
- Explain the process of inflammation and the body’s immune response using appropriate medical terminology.
- Search for images that could be used to explain or support the concept you are addressing.
- The intended audience of this information sheet is students and health professionals. Please ensure the language used in the information sheet is contextualised to an audience with a sound understanding of the concepts.
- Referencing
- Referencing is mandatory.
- You are required to provide a minimum of six academic references (e.g. academic books, peer-reviewed journals and other credible academic sources)
- In-text citations as well as a reference list following the APA referencing style should be included.
- It is essential that you use appropriate APA style for citing and referencing research.
- Please see more information on referencing here: https://library.torrens.edu.au/academicskills/apa/tool
- The handout must be presented on A4 single page maximum (including text and images). Reference list is not included in the word count and must be presented on a separate page.
- Please refer to the marking rubric to ensure you address all the assessment criteria.
Submission Instructions
Please submit the Information Sheet along with the reference list via the Assessment link within assessment 2. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Assessment Rubric
| Assessment Attributes | Fail (Unacceptable) 0-49% | Pass (Functional) 50-64% | Credit (Proficient) 65-74% | Distinction (Advanced) 75 -84% | High Distinction (Exceptional) 85-100% |
| Visual appeal and presentation of content Use of colour Layout Clarity and neatness | The information sheet requires significant improvement in design, colour choice, layout and neatness. | Few of the required elements are organized and well placed. However, most content requires clarity and improvement in design, layout and neatness. | Most of the required elements are presented and well placed. Demonstrates an acceptable level of design and layout that supports the flow of information. | All of the required elements are presented and well placed. The information sheet has a good design and layout that supports the flow of information. | The information sheet has an excellent design and layout which supports the flow of information and all of the required elements are well placed and clearly defined. |
| 10% | |||||
| Knowledge and understanding Understanding of the key concepts and knowledge. Application and analysis of information to provide clear recommendations | Lack of understanding of required concepts and knowledge. Most of the key components are not addressed. Lack of application and analysis of information to provide clear recommendations. | Limited understanding of required concepts and knowledge. Some of the key components are not addressed. Limited application and analysis to provide clear recommendations. | Adequate knowledge or understanding of the required concepts. A reasonable capacity to explain and apply relevant key concepts. Supports personal opinion and information substantiated by evidence from research to provide recommendations. | Thorough understanding of the required concepts. All of the key components are presented. Demonstrates a good understanding of the concepts and ability to apply and analyse relevant information from the research/course materials and extended reading to provide clear recommendations. | Highly developed understanding of the required concepts. All of the key components are well presented. Recommendations are clearly justified based on the application and analysis of information from the research/course materials and extended reading. |
| 30% | |||||
| Effective Communication Clear and logical structure. Flow of information Awareness of the context and purpose | Lack of logical and clear structure. Poor flow of information and arguments lack supporting evidence. Demonstrates little or no awareness of the context and purpose of the information sheet. | Information, arguments and evidence are presented in a way that is not always clear and logical. Demonstrates limited awareness of the context and purpose of the information sheet. | Information and evidence are adequately presented with a mostly clear flow of ideas and arguments. Demonstrates a reasonable awareness of the context and purpose of the information sheet. | Information and evidence are well presented with clear and logical flow of ideas and arguments. Demonstrates a good awareness of the context and purpose of the information sheet. | Expertly presented with a clear and logical flow of ideas, arguments and evidence. Demonstrates a thorough awareness of the context |
| 30% | and purpose of the information sheet. | ||||
| Use of anatomical and medical language Demonstrated understanding and appropriate use of anatomical and medical language 20% | Lack of understanding and use of anatomical and medical language. | Limited understanding and use of anatomical and medical language. | Adequate understanding and appropriate use of anatomical and medical language. | Demonstrates a thorough understanding and appropriate use of anatomical and medical language throughout the whole information sheet. | Highly developed understanding of medical language. Correct use of anatomical and medical language is evident throughout the information sheet. |
| Use of academic and discipline conventions Spelling, grammar, sentence construction, appropriate use of credible resources, Correct citation of key resources using APA style of referencing 10% | Poorly written with errors in spelling and grammar. Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas. There are mistakes in using the APA style. | Written according to academic genre and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed. There are some mistakes in using APA style. | Written according to academic genre. Demonstrates consistent use of credible and relevant research sources to support and develop ideas. There are no mistakes in using the APA style. | Well-written and adheres to the academic genre. Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading. There are no mistakes in using the APA style. | Expertly written and adheres to the academic genre. Demonstrates expert use of high-quality credible and relevant research sources to support and develop arguments and statements. Shows extensive evidence of reading beyond the key reading. There are no mistakes in using the APA style. |
| The following Subject Learning Outcomes are addressed in this assessment | |
| SLO a) | Define and integrate the classifications, terminology and general pathological principles in relation to the development of human disease. |
| SLO b) | Explain the body’s response to infection, injury and abnormal growth at a cellular and tissue level. |
| SLO c) | Describe and analyse the pathophysiology, aetiology, risk factors and clinical manifestations of the main health disorders of the cardiovascular, nervous and gastrointestinal systems. |
| SLO d) | Apply the underlying general pathological and physiological principles as they relate to degeneration and aging. |
| SLO e) | Discuss and interpret health information and laboratory findings and apply in context to individual, community and population health. |
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