Title: ‘Critically analyse the role of good laboratory practice (GLP).’ • What GLP actually consists of and the OECD principles that defines it. • You should define good laboratory practice in terms of its scope, purpose, relevant regulation and using appropriate examples discuss the potential benefits and drawbacks of GLP in scientific development. Also, you should cover the following: • Differences in practices/ rich country /poor country / monitoring / role/ barriers economic/ technology/ recourses • Differentiate between good & bad laboratory practice / criticism/ (the outcome from each/ what you learnt) • Reviews of GLP/ are they enough? / Why they are useful ? Benefits? As detailed in the first lecture the professional aspect of the module is assessed by
• Discursive/reflective piece of coursework. • 1200 ± 10% word piece of coursework. • The word count excludes figure legends, tables and references, which should be in the Harvard style. e.g. in the text (Fox et al, 2016) and in the reference list Fox, S. Smith, R. Jones, T. (2016) An example of Harvard referencing. Journal of Science 52:365-378. See the stage one skills sheet on referencing for further information. Marking Criteria Work will be marked using the school marking criteria content (30%), understanding and analysis (30%), use of literature (20%) and communication skills (20%) (see table 1 for criteria).
Assessment briefs and guidance All assignments must be accompanied by explicit assessment guidance including information about the assessment task, learning outcomes to be assessed, assessment criteria which indicate the standards required, marking and grading criteria for different categories of pass marks and details of tutorial or other support. The assessment guidance and briefing sheets should be accessible to all students and staff normally through programme and/or module handbooks, and the digital learning environment 4. Marking criteria It is the responsibility of the module leader to identify that the marking criteria for a particular assessment are appropriate, and to ensure that the criteria are accurate, transparent, and available to markers in a timely fashion.
Marking and grading criteria should be available to all students and staff and external examiners. Common mistakes Not sticking to the word limits, you’ll receive an F for communication at the most!â€¨Not supporting statements and arguments with appropriate peer-reviewed or professional literature.â€¨Not making use of relevant figures and tables to add depth of content and clarity.â€¨Not proof reading work before submission.
Check that your assessment makes sense and contains all necessary elements.â€¨Not reading the assessment brief properly or not interpreting the title correctly e.g. animals or human not animals and human!â€¨Leaving the task to the last minute and producing a low level analysis of the area. e.g. detailing the need for CPD in medicine but not detailing what this consists of and how it is assessed.â€¨Not using data or relevant examples to support arguments. Biology homework help