جھکے گا غیر کے در پر تو مار ڈالے گا
مجھے پھر ایسے مرا سر تو مار ڈالے گا
میں ہوں فقیر میں رکھتا ہوں خیر ساتھ اپنے
رہے گا ساتھ مرے شر تو مار ڈالے گا
زلیخا یوسفِ کنعان سے یہ کہنے لگی
تمھارا حسنِ ستم گر تو مار ڈالے گا
مجھے وہ کافی ہے جو کہ مرا مقدر ہے
کسی کا چھینا مقدر تو مار ڈالے گا
ڈرایئے نہ ہمیں حشر کے عذابوں سے
کہ جیتے جی یہ ہمیں ڈر تو مار ڈالے گا
نہیں میں طالبِ دنیا ہوں طالبِ مولا
قسم خدا کی مجھے زر تو مار ڈالے گا
تمھارے اشک نہ تائبؔ تھمے تو دنیا کو
یہ آنسوئوں کا سمندر تو مار ڈالے گا
The topic of this research is “Preferences of Qazi Sana Ullah Pani patti in Tafseer of Surah al Fatiha, and these preferences are taken from his famous book of tafseer, named: “Tafseer al Mazhari. Qazi Sana Ullah Pani Patti is one of the most eminent scholars of Tafseer in sub-continent. He belongs to the progeny of Usman R.A. He was born in PaniPat and got his early education there. Then he travelled to Dehli for higher education of that time. His teachers include: Abdul Raheem al Umari al Dehlvi, Muhammad Abid al Sinami, Sheikh janjan al Dehlvi. Among his famous books are followings: Al Tafseer al Mazhari, Mabsoot, Al saif al Maslool, Irshad ul Talibeen, Tazkira tul Mota, Haqeeqa tul Islam, and many other books. In this research I will discuss preferences of Qazi Sana Ullah with reference to two major types of Tafeer i.e Tafseer bil riwayyah (narration) and Tafseer bil dirayyah (sound reasoning).
Formative assessment is an ongoing assessment process, and feedback is an integral part of formative assessment. It is an effective tool, used to enhance students’ learning in a classroom context. Teachers have the leading role in the whole process. The focus of this study was to explore teachers’ perceptions, understanding, and practices of formative assessment and the role of feedback practice in enhancing student’s learning. This study was conducted in two public schools of district Hunza, Gilgit-Baltistan, Pakistan. The design of the study employed was case-study under the qualitative research approach. Two social study teachers of Grade 5 participated in the study.The data were collected through semi-structured interviews, classroom observations, document analysis, and focus group discussions of students. The overall findings of my study indicate that the teachers were aware of some theoretical assumptions about the feedback with regards to its importance in supporting their students’ learning. However, the feedback practices were more mechanical rather than reflective. The findings indicate that teachers’ understanding and practices about feedback remained very theoretical and mechanicals. It was not evident if the feedback support learning in the broader term as discussed in the literature. The main aim of the formative assessment was to check the students’ work and identify correct or incorrect text/work. Even mistakes were seen in terms of spellings and factual knowledge since the tasks were limited in nature. Thus, the study suggests that teachers should equip themselves with the content and pedagogical knowledge of formative assessment and feedback practice in a classroom context. For this purpose, special continuous professional development courses could be arranged for teachers, through education department from national, provincials, districts and local levels, in order to make the formative assessment and feedback process effective and meaningful both for teachers and students.