ڈاکٹر فاروق احمدخان کی تفسیری خدمات اور آپ کے تفردات کا تجزیاتی مطالعہ An Analytical Study of Dr. Farooq Ahmed's Tafsir Services and His Distinctions

For the guidance of humanity, God revealed the Holy Quran. It is the only book which is recited the most. Those who read and teach this book have been called the best people. From the blessed life of the Holy Prophet (ﷺ) till today, scholars have tried their best to make common sense for the less educated people. And Muhadithin have to bind chapters of "Kitab al-Tafseer and Chapters of Commentary" in their own books. Companions and many commentators interpreted. Some of the interpretations were translated into different languages ​​so that common people can benefit from it. Scholars of the Indian sub-continent also interpreted the Holy Quran for the understanding of common people. A link in the same series is Dr. Muhammad Faruk Khan's "Asan Tarin Tarjuma Wa Tafsir" which is written in simple Urdu language. Dr. Sahib's distinctions on special topics make the reader ponder.  In this article, Dr. Farooq Ahmad Khan's services regarding Tafsir and his distinctions about (Alphabets, prohibited trees, forgetfulness of Adam, etc.) will be examined. Along with the opinions of different commentators will also be present. Keywords:               Qura’n, Dr. Farooq Ahmad, Asan Tarin Tarjuma wa Tafsir, distinctions, Commentators.

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.