Do fall armyworm’s Metaflumizone resistante populations affect the activity of Trichogramma pretiosum?

The possible interference of resistant pest’s populations to insecticides in natural enemies in the action thas not been clarified yet. Thus, this study aimed to evaluate Trichogramma pretiosum Riley (Hymenoptera: Trichogrammatidae) performance on Spodoptera frugiperda (J. E. Smith) (Lepidoptera: Noctuidae) eggs with resistance frequency to the Metaflumizone over six generations of product exposure. Egg cards (2.0 x 7.0 cm) containing eggs from two populations of S. frugiperda, (resistant to Metaflumizone and the other susceptible), were exposed to T. pretiosum females for 24 hours in free-choice and no-choice testing in three generations (G1, G4, and G6). A completely randomized experimental design was used with 25 replications, each consisting of an egg card (experimental unit) containing 20 eggs. The parameters evaluated were: parasitism (%), emergence (%), sex ratio, number of emerged parasitoids per egg and males/females longevity. ANOVA and Tukey test (P≤ 0.05) were applied on the results. Results showed a reduction in parasitism [41.0% (G1) and 28.4% (G4)], egg emergence (17.5%) and parasitoids/egg [16.2 (G4) and 17.2 (G6)] in eggs originating from the population with resistance frequency. Females emerging from G6 populations eggs without exposure to Metaflumizone had greater longevity (3.5 days more) than the resistant population. The sex ratio and male longevity were not affected. The results indicate a reduction in T. pretiosum activity if S. frugiperda populations have some frequency of resistance to Metaflumizone.

Problems of empirical solutions to the theory-ladenness of observation

Recent years have seen enticing empirical approaches to solving the epistemological problem of the theory-ladenness of observation. I group these approaches in two categories according to their method of choice: testing and refereeing. I argue that none deliver what friends of theory-neutrality want them to. Testing does not work because both evidence from cognitive neuroscience and perceptual pluralism independently invalidate the existence of a common observation core. Refereeing does not work because it treats theory-ladenness as a kind of superficial, removable bias. Even if such treatment is plausible, there is likely no method to ascertain that effects of this bias are not present. More importantly, evidence from cognitive neuroscience suggests that a deeper, likely irremovable kind of theory-ladenness lies within the perceptual modules.

Examining Chemistry Students’ Perceptions Toward Multiple-Choice Assessment Tools that Vary in Feedback and Partial Credit

Multiple-choice testing with dichotomous scoring is one of the most common assessment methods utilized in undergraduate education. Determining students’ perceptions toward different types of multiple-choice testing formats is important for effective assessment. The present study compared two alternative multiple-choice testing formats used in a second-year required chemistry course: (1) The Immediate Feedback Assessment Technique (IFAT®) and (2) Personal Point Allocation (PPA). Both testing methods allow for partial credit but only the IFAT® provides immediate feedback on students’ responses. Both survey and interview data indicated that, overall, most students preferred IFAT® to the PPA testing method. These positive ratings were related to potential increase in reward, ease of use, and confidence. IFAT® was also perceived to be less stress producing, and anxiety provoking than PPA. Interview data supported these findings but also indicated individual differences in preference for each of these two methods. Additionally, students’ feedback on strategies used for either testing method and suggestions on how to improve the methods are discussed.

A Baseline for Multiple-Choice Testing in the University Classroom

There is a broad literature in multiple-choice test development, both in terms of item-writing guidelines, and psychometric functionality as a measurement tool. However, most of the published literature concerns multiple-choice testing in the context of expert-designed high-stakes standardized assessments, with little attention being paid to the use of the technique within non-expert instructor-created classroom examinations. In this work, we present a quantitative analysis of a large corpus of multiple-choice tests deployed in the classrooms of a primarily undergraduate university in Canada. Our report aims to establish three related things. First, reporting on the functional and psychometric operation of 182 multiple-choice tests deployed in a variety of courses at all undergraduate levels of education establishes a much-needed baseline for actual as-deployed classroom tests. Second, we motivate and present modified statistical measures—such as item-excluded correlation measures of discrimination and length-normalized measures of reliability—that should serve as useful parameters for future comparisons of classroom test psychometrics. Finally, we use the broad empirical data from our survey of tests to update widely used item-quality guidelines.

Students' Conceptions of Understanding and Its Assessment

Understanding means different things to different people, influencing what and how students learn and teachers teach. Mainstream understanding of understanding has not progressed beyond the first level of constructivist learning and thinking, ie academic understanding. This study, based on 167 student narratives, presents two hitherto unknown conceptions of understanding matching more complex ways of knowing, understanding-in-relativism and understanding-in-supercomplexity requiring the development of more complex versions of constructive alignment. Students comment that multiple choice testing encourages learning focused on recall and recognition, while academic understanding is not assessed often and more complex forms of understanding are hardly assessed at all in higher education. However, if study success depends on assessments-of-learning that credit them for meaning oriented learning and deeper understanding, students will put in effort to succeed.