سیرت رسول عربی ﷺ(از نور بخش توکلی)کے منہج و اسلوب کا تجزیاتی مطالعہ

The topic of ‘Sacred role (Seerat)’ with the affinity of the Rasool (saw) having significance, status and vast acceptance is undoubtedly beyond expression. If we make analysis of a religious literature, we find most of its part consisting on such topics that are directly affiliated with the silent features of the personality of the Rasool (saw). In storehouse of knowledge and architecture of the world ‘Art of Sacred role’ has attained its prominent supremacy. The beginning of this art was based on the details of Ghazwat in Islam but with the passage of time, it was enlarged in such a way that a great piece of literary work on ‘Sacred role’ has been pin pointed in sub-continent. Many literate of persona put forth their pens on this topic out of whom Noor Bakhsh Tawakli is also the most famous name who wrote a with title of “Seerat Rasool-e-Arabi” on the personality of Rasool. The expression of the affection and following of the Rasool (saw) by Noor Bakhsh Tawakli is expressed by the leaves of this book. He is best known for his popular for this book which has its own status in this field. He wrote the book in the era during which the western civilization had strangled the youth of that time. Materialism was in its climax. A great piece of strife was being made to disintegrate the true bond of affection and following of the Rasool (saw) but the profundity of learning, recognition of knowledge, strict eye on the present condition of that time and the salient factors of love of the Rasool (saw) were quite dominant in this book. The leaves of which were enriched with the florescence of love and affection of Rasool(saw).  

Relationship of Teacher Educators Assessment Literacy and Classroom Assessment Practices With Their Students Academic Achievement

Assessment literacy of teacher educators is important for effective teaching learning process. It provides sound foundation for appropriate classroom practices which could contribute positively to prospective teachers academic achievements. The purpose of this study was to investigate the relationship of teacher educators‘ assessment literacy and classroom assessment practices with their students‘ academic achievement. The objectives of the study were to find out teacher educators‘ assessment literacy, investigate teacher educators‘ classroom assessment practices, find out students‘ academic achievement, assess the difference of male and female teacher educators on assessment literacy, and to find out the relationship of teacher educators‘ assessment literacy and classroom assessment practices with their students‘ academic achievement. The research questions and hypotheses were made which has directed the study properly. This study was quantitative, descriptive and correlational in nature; and all 409 teacher educators and 817 prospective teachers of 20 Regional Institutes of Teacher Education of Khyber Pakhtunkhwa and students of 33 Government Colleges for Elementary Teachers of Punjab constituted the population of the study. Through stratified proportionate random sampling technique, 205 of teacher educators and 205 prospective teachers were selected for data collection. The total study sample comprised 410 respondents. This study was conducted in the year spring, 2016. To investigate the sample group of the study an Assessment Literacy Test and Classroom Assessment Practices Questionnaire were adapted. These instruments were pilot tested and were used to collect data from the respondents. The collected data were analysed through Mean scores, Standard Deviation, independent sample t test, one way ANOVA and Pearson correlation techniques using Statistical Package for Social Sciences version 20 software. The results indicated that majority of teacher educators‘ had an average level of assessment literacy and they followed mostly traditional classroom assessment practices. Majority of teacher educators‘ were of the view that they had not attended any in-service training in assessment. Furthermore, a significant positive relationship was measured between assessment literacy and classroom assessment practices of teacher educators; however, there was no significant relationship among teacher educator assessment literacy, classroom assessment practices and students‘ academic achievement. Based on the results of the study RITEs and GCETs were recommended that a series of workshops with the assistance of teacher education departments‘ faculty of universities may be arranged to enhance the professional competence of teacher educators in the domain of assessment. It was also recommended that teacher educators may not confine themselves to traditional assessment practices and they may adopt alternative assessment practices in assessing students learning. Furthermore, it was recommended that the Federal Ministry of Education and Professional Training may constitute National Assessment Wing under the umbrella of National Curriculum Council for the advancement of assessment literacy and practices in the country.