Global Food Systems, Quality & Sustainability Level 7 Assessment Brief
44-710375 Global Food Systems, Quality & Sustainability Level 7 Assessment Brief
Assessment Brief
Your task is to produce a poster on a food product of your choice. You will critically analyse the label of this product, in terms of ingredients, how they impact nutrition, and other aspects including safety and quality.
You are being assessed on the following:
- Learn about, and report on, a specific food product of your choice.
- Read and interpret scientific literature such as journal articles and patents.
- Produce a creative piece of work that is attractive, informative, detailed and scientifically rigorous.
Students will be expected to deconstruct the label of a food product of their choice, and discuss the following:
- Link the list of ingredients to the nutritional information (which ingredients contribute to each macronutrient), as well as provide reasonable hazards associated with ingredients.
- Relate the ingredients to their functionality in terms of food structure, texture, sensory properties and health.
- Describe the food processing technique used to prepare the food and discuss their impacts on food safety and quality.
- Comment on any nutrition and/or health claims in the context of the relevant regulation.
- Recognise any sustainability issues associated with your food production and distribution.
- Explain the principles behind, and critique, the experimental determination of nutrient contents and energy calculation.
- A separate appendix, including your reference list, a self-reflection on the process of gathering the information above, and an AI declaration statement.
Assessed Module Learning Outcomes
- Demonstrate an understanding of food composition, functionality, processing, labelling, and the uses of food and food ingredients in food products.
- Critically evaluate how food production, management, preparation, and processing methods can affect food quality and food safety.
- Develop awareness of global food policy, the complexity of food systems and sustainability challenges within those systems.
- Demonstrate competency in, and the ability to select and apply appropriate practical skills for working in industry.
| SHU AI Transparency Scale (AITS) | ||||
| AITS | Descriptor | Transparency Statement | AI Contributions | Human Contribution |
| 1 | No AI | Artificial Intelligence (AI) has not been used for any part of the activity. | AI is not used for any part of the activity. | All aspects of the activity are human generated, created, edited, and developed. |
| 2 | AI for Shaping | AI has been used to shape the initial and/or final parts of the activity. | AI is used for shaping parts of the activity. This includes initial outlining, concept development, prompting thinking, and/or improving structure/quality of the final output. | Most of the activity is human developed/generated. AI ideas and suggestions are refined and reviewed. AI outputs are used for discrete and specific goals/outcomes. |
| 3 | AI for Developing | AI has been directed for enhanced development of concepts and outputs. | AI is used to undertake detailed development of many or most aspects of an activity and outputs of that activity. | The human takes a significant role in the enhancement, refinement, and critical review of AI generated elements, combining or curating for any outputs. |
| 4 | AI for Enhancing | AI has been implemented for all elements of the task. | AI is used extensively throughout the task to achieve goals and outcomes. | The human directs the use of AI for effective outcomes within an activity. Critical thinking is evidenced for any outputs. |
| 5 | AI for Innovating | AI has been used for all elements of a task or piece of work, and it has been used in new, creative, and innovative ways through advanced techniques. | AI is implemented in an advanced and innovative way throughout acll aspects of the activity. | AI is used creatively and critically by the human. The human uses AI as a co-creator with a critical thinking approach to generating novel AI activities and outputs. |
Assessment Criteria (continued)
| Criteria | Distinction (Exceptional) | Distinction | Merit | Pass | Fail | Fail | Zero |
| Categorical grade | 96% | 89% 81% 74% | 68% 65% 62% | 58% 55% 50% | 45% 35% 25% | 10% | 0% |
| Analysis of sustainability | Thorough recognition of & demonstration of critical understanding of your product in relation to sustainable food production and distribution. | Excellent recognition of & demonstration your product in relation to sustainable food production and distribution with some evidence of critique. | Very good interpretation/ understanding of the sustainable production and distribution of your product, may lack critical view. | Good interpretation/ understanding of the sustainable production and distribution of your product, may lack depth of discussion. | Satisfactory understanding of sustainability issues relating to your product. | Understanding of sustainability is limited. | Work not submitted, work of no merit, penalty in some misconduct cases. |
| Analysis of nutrient and energy determination | Evidence of outstanding understanding and critical evaluation of the different standard experimental analytical methods to determine food component contents as well as alternative methods to determine nutrient contents and associated calculations. | Evidence of excellent understanding and critical evaluation of most of the standard experimental analytical methods to determine food component contents as well as alternative methods to determine nutrient contents and associated calculations. | Evidence of good understanding and evaluation of the standard experimental analytical methods associated with the key component of target product to determine food component contents and alternative methods to determine nutrient contents and associated calculations. | Evidence of understanding and evaluation of the standard experimental analytical methods associated with the key component of target product to determine food component contents and/or alternative methods to determine nutrient contents or associated calculations. | Some evidence of understanding of the experimental analytical methods to determine nutrient contents or of alternative methods to determine nutrient contents or of associated calculations. Ability to select and evaluate reading/research is limited and more generally descriptive | Little or no evidence of understanding of the experimental analytical methods to determine nutrient contents nor of alternative methods to determine nutrient contents nor of associated calculations. | As above |
| Poster design | Outstanding presentation. Makes compelling and persuasive reading. | Presentation to a professional standard. All the relevant information is available at a glance, different sections stand out and flow logically from one to another. | The poster is well structured with a professional finish. The relevant information stands out and the main points are visible. | Sections are well separated; there is a logical flow in the way that the information is organised. | The organisation is not clear. Not written in appropriate style. | The presentation hinders comprehension. Poor academic style. | As above |
| Quality of self-reflection | Exceptional demonstration of relevant skills development, together with actions proposed. Careful thought has been put into a reflective cycle. | Excellent demonstration of relevant skills development, together with actions proposed. A reflective cycle has been used. | Good demonstration of relevant skills development, together with actions proposed. A reflective cycle may have been used. | Adequate demonstration of relevant skills development. Some thought on future improvement. | Very little demonstration of relevant skills development. A reflective cycle has not been used. |
