أفكار أرنولد توينبي عن الحضارة الإسلامية ومدى تأثره برؤية ابن خلدون: دراسة وصفية و تحليلية

Ibn e Khaldun (1406 C.E.) has been an imminent scholar and well known for his work in the study of civilization. His vision regarding Civilization holds the significant place according to the philosophers of history. Arnold J. Toynbee (1975 C.E.) is one such prominent thinker who not only applauded the thoughts of Ibn e Khaldun but was influenced by Ibn e Khaldun’s views as it can be seen in Toynbee’s book: “A Study of History”. As a philosopher of history, he has much contribution in the field; He interlinks History with civilization. He presented a thoughtful book surrounding his civilizational vision; which explains the causes of world’s ups and downs. Although he presented a quality research about the division of the civilizations in the light of religion, many aspects of his work need to be reassessed. As per his understanding of world civilizations, he represents twenty-one civilizations, but with the passage of time, the number reduces and now only five are left in the contemporary epoch. According to him, religion has played significant role in the rise and fall of civilizations through their various stages. This research will highlight his thought about Islam through a comparison between Toynbee and Ibn e Khaldun’s Islamic civilizational thoughts. The study will also mention several problems in his approach to the Islamic Civilization. Furthermore, along with due importance of both scholars in the subject of history, their authoritative status will be stated. This research aims to discuss some misconceptions of the West that are based on Toynbee's understating of Islamic civilization and history. And, consequently, it intends to improve relations between people of the west and east.

An Exploration of Teachers Own Classroom Assessment With Reference to the Framework of Aku Eb Assessment and Students Perceptions of Teachers Assessment and Examination Board Assessment

This study aims to explore teachers' own classroom assessment with reference to the framework of AKU EB assessment and students' perceptions of teachers' assessment and examination board assessment. The teachers' and students' perceptions of classroom assessments and exam board annual assessment have been explored through questionnaire survey. Simultaneously, the document analysis of teachers' classroom assessment papers and the exam board annual assessment papers in English and Mathematics has also been carried out as these two subjects were the main focus of this research study. The samples were selected from three AKU-EB affiliated schools of district Hyderabad. The purposeful or purposive sampling method was used to gather meaningful data with the total of 160 research participants including 26 teachers and 134 students from all three schools. All research participants were requested to fill in the questionnaires, one for teachers and the other for students. Data were analysed by using SPSS to compute the percentages of the responses, the mean scores of all items and the pair t-tests for few items of teachers' and students' questionnaires. The results were later transformed into MS-Excel for further tabulations. The main findings of teachers' questionnaire are: their classroom assessment mainly focused on improving, enhancing, and monitoring students' learning. Teachers felt that their assessment motivated students by awarding them with grades and marks. There were differences between their perceptions of classroom assessment skills and the usage of the skills in their classroom practices, for example in designing essay type of questions, and in communicating students' results with parents and the school management. The main findings of students' questionnaire are: there were significant differences between students' perceptions of teachers' classroom assessments and the exam board annual assessment in terms of the levels of difficulty in the test items i.e. the types of MCQs, CRQs, and ERQs and the marks awarded from both assessments. Students felt that their school teachers mostly designed MCQs type of tests as compared to CRQs and ERQs.