امیت رسول اور مستشرقین

Orientalists have always denied the acceptance of the divinity and authenticity of Qur’an. For this purpose, they have presented multifarious objections to prove the Qur’an as a discourse of Muhammad r which he learnt from the Christian monks and derived it from the judeo-Christian sources. They specially mention that Muhammad r was not an illiterate person he was rather a pupil of the monks. In this way, their aim is to prove false the claim of the miraculous (I’jaz) style of the Qur’an. We have proved in this study that according to Quran, Tafaseer and Hadiths of Prophet r, history and logic, that Muhammad r since his birth until his death, was illetrate, did not know how to read or write. In this paper, an effort has been made to examine the Western arguments and deduce the actual position in this matter. The basic and fundamental sources have been used to precede the discussion.

Exploring Teachers Feedback Practices to Enhance Learning Outcomes of Students Studying in Grade V Social Studies Classrooms of Two Public Elementary Schools Located in Hunza, Gilgit-Baltistan

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.