ASSESSMENT DRIVES STUDENT LEARNING: EVIDENCE FOR SUMMATIVE ASSESSMENT FROM PAKISTAN

Research studies from various parts of the world indicate that university students find research methodology courses among the most difficult subjects to grasp. Students in Pakistan display similar attitudes towards learning of research. Those of us who teach research at the institutions of higher learning in Pakistan continuously hear students describe research as one of the most ‘difficult and dry’ subject they have to study. Hence, we as teachers of research at these institutions keep lookingfor ways to increase students’ interest in and academic achievement of research. In that spirit, we designed two assessment tasks for a research methodology course at Master’s level and used them to assess the difference in learning. For one of the assignments assessment was summative with final official grade at the end of the semester while the other was put through formative assessmentand no official final grade was assigned to it. The results of our study reinforce the centrality of assessment to the learning of students and indicate that students’ put more efforts in learning a task that carries final grade. Although our results do not support the effectiveness of formative assessment we have raised concerns about the ‘dialogical’ nature of feedback to students. Despite the fact that the context of our study is Pakistan, the implications of our research may be discussed in the larger context of teaching and learning of research especially in contexts where the medium of instruction is not local or national language

The Antibacterial and Larvicidal Potential of Bis-(2-Ethylhexyl) Phthalate from Lactiplantibacillus plantarum

Lactic acid bacteria produce a variety of antibacterial and larvicidal metabolites, which could be used to cure diseases caused by pathogenic bacteria and to efficiently overcome issues regarding insecticide resistance. In the current study, the antibacterial and larvicidal potential of Bis-(2-ethylhexyl) phthalate isolated from Lactiplantibacillus plantarum BCH-1 has been evaluated. Bioactive compounds were extracted by ethyl acetate and were fractionated by gradient column chromatography from crude extract. Based on FT-IR analysis followed by GC-MS and ESI-MS/MS, the active compound was identified to be Bis-(2-ethylhexyl) phthalate. Antibacterial potential was evaluated by disk diffusion against E. coli (12.33 ± 0.56 mm inhibition zone) and S. aureus (5.66 ± 1.00 mm inhibition zone). Larvicidal potency was performed against Culex quinquefasciatus Say larvae, where Bis-(2-ethylhexyl) phthalate showed 100% mortality at 250 ppm after 72 h with LC50 of 67.03 ppm. Furthermore, after 72 h the acetylcholinesterase inhibition was observed as 29.00, 40.33, 53.00, 64.00, and 75.33 (%) at 50, 100, 150, 200, and 250 ppm, respectively. In comet assay, mean comet tail length (14.18 ± 0.28 μm), tail DNA percent damage (18.23 ± 0.06%), tail movement (14.68 ± 0.56 µm), comet length (20.62 ± 0.64 µm), head length (23.75 ± 0.27 µm), and head DNA percentage (39.19 ± 0.92%) were observed at 250 ppm as compared to the control. The current study for the first time describes the promising antibacterial and larvicidal potential of Bis-(2-ethylhexyl) phthalate from Lactiplantibacillus plantarum that would have potential pharmaceutical applications