4/28/23, 1:41 PM Sample Poster 1 Assessment Guide

Assessment guide
Sample Poster 1

Overall First Impression

Criteria

Overall first impression

Description

Please read the entire report and give your overall impression of the report before you consider the individual marking criteria.

Mark

65 / 85

Justification (required):

Some sections are too wordy.

Proceed to the next slide to mark this report using individual marking criteria. At the end of the exercise you will be able to
compare your 'first impression' marks to your marks calculated using the assessment guide.

A. Whole poster group mark

Criteria

A1. Flow and visual communication

Description

1. The flow of information between poster sections is smooth – no gaps, contradictions, or overlaps. Sections reference each
other where appropriate to allow a comprehensive understanding of the Molecule to Malady concept over the whole poster.
2. Visual communication of information is concise, coherent and logical, including good use of images, figures and tables rather
than blocks of text. Font type and size and image, table and figure formats are consistent and appropriate throughout the
poster.

Mark

3/5

Justification (required):

Lacking visual communication

Expert panel's response:

Your mark was too high.

Marks given by an expert panel: 2

Comments:

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There are few links between the sections and some gaps in the story as well as some overlap between sections. There are no
contradictions but there is no clear flow of information between sections - they do not follow on from each other. A coherent
story across the poster is not really apparent although some key points are covered.

Inconsistent formatting and referencing style in text-heavy poster with a colour scheme that makes it a little hard to read.
Figures and tables are used across the poster, although not all are easily readable. There is a significant amount of text,
which although neatly laid out, may be less engaging for the reader. Reference style is not consistent between sections.

A. Whole poster group mark - Overall mark

Your marks Expert's marks

Criterion Mark Criterion Mark

A1. Flow and visual 3 A1. Flow and visual 2

communication communication

Total 3 / 5 pts Total 2 / 5 pts

B. Student 1 (Background) marks

Criteria

B1. Presentation criteria

Description

1. Information (including any reproduced tables, figures and images) is correctly referenced from appropriate (e.g. peer-reviewed
literature) sources. Images, table and/or figures are clearly referred to in the text.
2. Language used is clear, technically, and grammatically correct, descriptive and at an appropriate level of detail for a third-year
undergraduate audience.
3. Images, figures and/or tables are used where appropriate that concisely and clearly communicate complex ideas and assist
the reader with understanding of the material presented.

Mark

3/5

Justification (required):

different reference styles

Expert panel's response:

Your mark was too high.

Marks given by an expert panel: 2

Comments:

1. The figure used is referenced, but not the text.

2. The language is mostly clear and grammatically correct, with some typos and errors.
3. A figure is used but it is not referred to or seemingly relevant to the written information, so does not enhance
understanding of the material presented.

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B. Student 1 (Background) marks

Criteria

B2. Content criteria

Description

1. Clear, concise and evidence-based description of the normal physiology of the affected system/s that begins broadly and
quickly narrows to a specific focus on the affected molecule. (8 marks)
2. Clear, concise and evidence-based description of the molecular change or agent that causes the malady. (7 marks)

Mark

10 / 15

Justification (required):

Good content

Expert panel's response:

Your mark was too high.

Marks given by an expert panel: 7

Comments:

Normal physiology is not defined, the focus here is more on the structural details of CFTR, rather than the role of CFTR in
normal physiology. The key link between ion transport and viscosity of airway (and other) secretions is not explained, and
neither is the role of CFTR in organs other than the lungs.

The material describes CFTR in detail (without references) but does not link this very clearly to the physiological effects on
bodily systems. The molecular change that causes CF is not well defined.

B. Student 1 (Background) marks - Overall mark

Your marks Expert's marks

Criterion Mark Criterion Mark

B1. Presentation criteria 3 B1. Presentation criteria 2

B2. Content criteria 10 B2. Content criteria 7

Total 13 / 20 pts Total 9 / 20 pts

C. Student 2 (Symptoms) marks

Criteria

C1. Presentation criteria

Description

1. Information (including any reproduced tables, figures and images) is correctly referenced from appropriate (e.g. peer-reviewed
literature) sources. Images, table and/or figures are clearly referred to in the text.

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2. Language used is clear, technically, and grammatically correct, descriptive and at an appropriate level of detail for a third-year
undergraduate audience.
3. Images, figures and/or tables are used where appropriate that concisely and clearly communicate complex ideas and assist
the reader with understanding of the material presented.

Mark

3/5

Justification (required):

good

Expert panel's response:

You got it spot on!!

Marks given by an expert panel: 3

Comments:

Information is referenced, but the style is inconsistent and reference 4 is not an appropriate source (could start investigations
and get e.g. images on government health websites but need to find reliable peer-reviewed information). The table is not
referred to in the text.

Language is mostly clear although there are quite a few spelling and grammatical errors.

A effort was made to summarise information in a table but it is still quite text-heavy and detailed. Inconsistent formatting in
table.

C. Student 2 (Symptoms) marks

Criteria

C2. Content criteria

Description

1. Clear, concise, evidence-based explanation of how the molecular change described in the background section results in the
malady at a molecular, physiological and/or tissue level. Concise definition of the malady. (8 marks)
2. Clear, concise, evidence-based descriptions of the main malady symptoms with clear link(s) to the molecular basis of disease,
where appropriate. (7 marks)

Mark

10 / 15

Justification (required):

good

Expert panel's response:

You got it spot on!!

Marks given by an expert panel: 10

Comments:

A concise definition of CF is provided. There is not really a description of what variants in CFTR mean for molecular function.
The mention of different variant classes contributing to pathology is good, although there are 6 classes, not 5.
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The link between pathology and CFTR functional defects is not clearly explained. A sentence linking thick fluids and blocked
ducts to CFTR dysfunction would help. Some errors (e.g. low salt absorption leads to salty skin, not high). There is an attempt
to link symptoms with molecular basis in the table, which lists symptoms but does not describe them very clearly. Table has a
lot of text with lists, so it hard to follow. A clearer idea of the main points to convey would be more useful than providing too
much information.

C. Student 2 (Symptoms) marks - Overall mark

Your marks Expert's marks

Criterion Mark Criterion Mark

C1. Presentation criteria 3 C1. Presentation criteria 3

C2. Content criteria 10 C2. Content criteria 10

Total 13 / 20 pts Total 13 / 20 pts

D. Student 3 (Diagnosis) marks

Criteria

D1. Presentation criteria

Description

1. Information (including any reproduced tables, figures and images) is correctly referenced from appropriate (e.g. peer-reviewed
literature) sources. Images, table and/or figures are clearly referred to in the text.
2. Language used is clear, technically, and grammatically correct, descriptive and at an appropriate level of detail for a third-year
undergraduate audience.
3. Images, figures and/or tables are used where appropriate that concisely and clearly communicate complex ideas and assist
the reader with understanding of the material presented.

Mark

3/5

Justification (required):

good

Expert panel's response:

You got it spot on!!

Marks given by an expert panel: 3

Comments:

Figure is referenced but text is not. Language is appropriate and correct, with a minor grammatical typo.

The image used is a good summary (although a little complicated) of diagnostic flow but is too difficult to read and not linked
well with the text.

D. Student 3 (Diagnosis) marks

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Criteria

D2. Content criteria

Description

1. Succinct explanation of how knowledge of the symptoms and molecular basis allows for accurate diagnosis of the malady. (7
marks)
2. Clear and accurate description of how diagnosis is currently performed. (8 marks)

Mark

10 / 15

Justification (required):

good

Expert panel's response:

You got it spot on!!

Marks given by an expert panel: 10

Comments:

Correct information about diagnosis, although this is not referenced. Good amount of text although some linking to the
diagram instead of repeating information from it would be more useful to the reader.

No explicit link to the symptoms or molecular basis for diagnosis (this would be simple to include as most of the information is
already there).

The diagram does correctly summarise the diagnostic process, but it is a little small to read and the positioning leaves a large
blank space on the poster. It is fine to repurpose existing images but adapting to fit the space and/or finding/creating one that
has the right amount of detail is important.

D. Student 3 (Diagnosis) marks - Overall mark

Your marks Expert's marks

Criterion Mark Criterion Mark

D1. Presentation criteria 3 D1. Presentation criteria 3

D2. Content criteria 10 D2. Content criteria 10

Total 13 / 20 pts Total 13 / 20 pts

E. Student 4 (Treatment) marks

Criteria

E1. Presentation criteria

Description

1. Information (including any reproduced tables, figures and images) is correctly referenced from appropriate (e.g. peer-reviewed
literature) sources. Images, table and/or figures are clearly referred to in the text.

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2. Language used is clear, technically, and grammatically correct, descriptive and at an appropriate level of detail for a third-year
undergraduate audience.
3. Images, figures and/or tables are used where appropriate that concisely and clearly communicate complex ideas and assist
the reader with understanding of the material presented.
Mark

4/5

Justification (required):

good

Expert panel's response:

Your mark was too high.

Marks given by an expert panel: 3

Comments:

Figure should be Fig 3, not Fig 2. Figure is not referred to in the text and source is not referenced (it is OK to reproduce
images but these need to be cited). Text is mostly referenced correctly.

Language is correct and appropriate.

An image is included but not referred to in the text and the usefulness of this to the reader is unclear. A large block of text is
not engaging to the reader.

E. Student 4 (Treatment) marks

Criteria

E2. Content criteria

Description

1. Clear, coherent evidence-based descriptions of available treatments for the malady are briefly described, including whether
the molecular basis of the malady is directly or indirectly targeted. (8 marks)
2. Description of any emerging treatments for the malady are presented along with how these use the molecular basis of
disease to assist rational design. (7 marks)

OR (instead of emerging treatments)

2.Potential/hypothetical treatment, prevention or cure methods may be proposed with a or potential prevention or cure methods for
the malady. Provide a brief description of how they would work and supporting information/justification for this, including how
knowledge of the molecular basis of the disease contributes to their design. (7 marks)

Mark

8 / 15

Justification (required):

good

Expert panel's response:

Your mark was too high.

Marks given by an expert panel: 7

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Comments:

The first paragraph overlaps with section 2 and probably didn’t need to be included.

Descriptions of the two different types of treatment are clear, and CFTR targeting is clearly specified. Some links to the
symptoms section would give a good flow of information and provide a better rationale for the symptomatic treatments.

Emerging or potential treatments were not mentioned so no marks could be awarded for this part of the criteria.

E. Student 4 (Treatment) marks - Overall mark

Your marks Expert's marks

Criterion Mark Criterion Mark

E1. Presentation criteria 4 E1. Presentation criteria 3

E2. Content criteria 8 E2. Content criteria 7

Total 12 / 20 pts Total 10 / 20 pts

Final Marks

Your overall first impression: 65

Your marks Expert's marks

Section Mark Section Mark

A. Whole poster group mark 3 A. Whole poster group mark 2

B. Student 1 (Background) 13 B. Student 1 (Background) 9

marks marks

C. Student 2 (Symptoms) marks 13 C. Student 2 (Symptoms) marks 13

D. Student 3 (Diagnosis) marks 13 D. Student 3 (Diagnosis) marks 13

E. Student 4 (Treatment) marks 12 E. Student 4 (Treatment) marks 10

Final Marks 54.00 / 85 Final Marks 47.00 / 85

pts pts

Expert panel's overall comments:

This poster is not as engaging as it could be, with large amounts of text and a colour scheme that makes it difficult to read.
There is not a logical flow of information across the poster and the formatting and referencing is distractingly non-uniform.
Some sections covered appropriate material, but others left out key content or had errors. An effort was made to include
tables, diagrams and figures, but these did not always help convey information to the reader or complement the text. The
formatting/referencing issues are easily fixed, so the main improvement would be for the group to identify the main points of
the M2M story they want to tell for CF and ensure that these are covered and conveyed logically across the poster for the
reader.

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