عقائد باطلہ كا رد ، شیخ احمد سرہندی کا کردار اورعصری استفادہ

Shaikh Ahmed Sirhindi, known as Mujaddid Alf Sani (R.A) was not only a well-known Muslim mystic but also a great reformer. He brought reformative changes in political system of subcontinent and introduced social set up of Islamic society,  spiritual patterns of Islamic mystics and religious scholars of Islamic sciences. His services regarding the revival of Islam and purification of Islamic beliefs are versatile and multidimensional. Mughal emperor Akbar tried to reconcile the differences of both religions, and introduced a new faith called the Din-i-Ilahi, which incorporated both Islam and Hinduism which stressed the Muslim community a lot. This article is a study of the role of Shaikh Ahmad Sirhandi in purification believes. Main tiopics of this study are oneness of Ram and Raheem, wahdat-ul-wajood and wahdat-ul-Shahood, finality, eternality, sustainability and universality of Prophethood, Meraj-ul-Nabi, Aqeeda Tanasukh and Aqeeda Halool with reference to the life hereinafter. Article also mentions the methodology of this pious personality in purification of believers and its utility in contemporary period. This ends with findings of the research paper and no doubt it provides important guidance for researchers of Islam to face the challenges for the betterment of Muslim Ummah.

Perceptions of Teachers and Students Regarding Classroom Assessment Practices for Learning at under Graduate Hons Level in Khyber Pakhtunkhwa

The purpose of this study was to investigate the perceptions of the teachers and students regarding classroom assessment practices at under graduate (Honors) level in Khyber-Pakhtunkhwa. Learn to grasp assessment, not merely as a device for student evaluation, but as an imperative strategy for everyday classroom learning and has a significant effect on improving students learning and skills. So, if concern is the change in students learning then there is a need to see the assessment with new eyes. The study was designed with the objectives, to bring on record the views of teachers and students about the use of classroom assessment practices in improving learning and developing skills, to pinpoint classroom assessment practices helpful in improving student learning and skills, to identify the problems faced by teachers in the implementation of classroom assessment practices and to provide suggestions for the extended utilization of classroom assessment for learning as a central component of the instructional procedure. To obtain quantitative and qualitative data in the study, mixed research study approach was used which employed a survey questionnaire with 35 items and interview contained 20 items grouped under three broad categories. For collection of data a multi-stage sampling technique was used. Five public sector universities were the sample universities, out of which two disciplines Natural and Social Sciences were taken as in the sampling frame. In next step of sampling stage 02 departments were selected from each disciplines using simple random sampling technique. Similarly in the further step from each department, 20 students and 01 teacher were also selected randomly. The total sample includes 400 students out of which both were male (215) students and female (185) students and 20 teachers including 12 male teachers and 08 female teachers. To analyze quantitative data, statistical procedures were run by using SPSS version 22.0. Firstly, the perceptions of students regarding the use of assessment for learning and about the effectiveness of prevalent classroom assessment practices i.e. assignments, activity based assessment practices, presentations, quizzes and portfolio were analysed by using mean and percentage. Secondly, the data was collected through five point Likert Scales which was further put to analyses for inferential purposes and applied different tests with respect to objectives of the study. Multiple Regression test of Variable of Interest, Assessment for Learning and different Types of Assessment Practices was applied to pinpoint the most effective assessment practice in the light of students‟ perceptions, which resulted in a significant difference. Furthermore, Independent Sample Kruskal Wallis test resulted in not any significant difference when was used to know the relationship among the students view of different institutes for the use of different classroom assessment practices. Addition to these, the nonparametric test, Independent Samples Mann-Whitney U test was used to find out the difference between the respondents of Natural Sciences and Social Sciences of different classroom assessment practices for improving students learning and skills and also between genders of institutes which resulted in not any significant difference. As far as qualitative data analysis is concerned, thematic approach was used. The results from the interview of teachers were recorded, transcribed, coded, and then themes were developed and documented all by making transcripts, along with taking memos by the researcher. The study resulted in that most of the students and almost all of the teachers were highly satisfied with the use of different assessment practices for the purpose of improving their learning and developing skills. The data reflected that according to the students the use of various classroom assignments was highly effective in improving their learning among the prevalent assessment practices. While in the views of teachers the use of presentations was highly effective in improving students learning and developing skills. Over-all the data reflected a broad consensus that assignments, presentations and group assessment activities were pinpointed as highly effective, while, quizzes as of minimal use and not preferred, so for as portfolio is concerned it appeared as a less known and limited in practice. Though the result of the study favoured the use of assessment for learning, but along with both quantitative and qualitative data highlighted upon the management and implementation issues and challenges in the implementation of different classroom assessment practices. It was bring forth by the data that main challenges in the appropriate implementation of assessment practices is time management, lack of latest technologies and classroom equipment, rigidity and lack of authority on the part of classroom teacher in assessment criteria and the most of all, the lack ofrelevant professional developmental skills. The data asserted for the providence of opportunities to the teachers for their professional development and to cope with modern world needs through in-service refreshing courses, workshops and seminars etc. There is a need to link research with practice in order to facilitate learning and over-all development of students.It is recommended that all teachers should be trained for the implementation of AFL or may be provided by regular assistance. The suggestion was given for the establishment of an assessment reform center for the launching of AFL at all levels of education system.