”غض بصر“ کا اطلاقی پہلو قرآن و حدیث کی روشنی میں

In 20’ century, everywhere in the world there is Muslim majority playing importa nt role in world, because it was over served and counted that every fifth man is Muslim. It is also a challenges for non-Muslim who are master of worldtche European land is the land of modernization, there are about in million Muslims. In America there are also over a thousand marques and Islamic organizations. Islam is creating Islamic world in central Asia. After disintegration n of USSR iii DS state such as Kaz, akhstan, Kyrg yzstan, Uzf›ekistan, Turkmenistan and Tajikistan. In fact Islam ii iR second religion most predominate religion after catholic. In Britain ñfuifims are demanding Islamic education. The sfnmic society strength the powerful secufarism in capitalist’s work and trended society as modern. The Muslims are model of world they base on Eurocentric social, politest, economic and cultural premises, progress, modernizing, traditions, secularities, liberalism, humanity and freedom. The Islamic political and social society stand in 7" century, the y believe iii God and red Quran, Islam separated religion from politics and brought peace for all as secular. Muslim are present and living according the teaching of Islam and playing important role in international world politics or international relations. Furthermore, the wars, nationalism, nation, states and human rights in all Islam impact is very much concert The politics, economic, social concern as religion n terminology y or image, more ever universal issues such as social justice, local legitimating and defending the home land are lies on the Islamic politics. The interest in religion and culture are the important factors in international relations.

Secondary School Mathematics Teachers Conceptions Regarding Assessment

Assessment is the process through which teachers collect, synthesize, and interpret information to aid in decision-making about students' learning and their own teaching. Teachers' conceptions regarding assessment are believed to influence their classroom practices. Hence, studying teachers' conceptions of assessment is important in a sense that it provides an indication of how teachers conceive assessment, how different forms of assessment are being used or misused and, most importantly, what could be done to enhance their conceptions of assessment thereby improving their classroom practices. This study aimed to explore the conceptions of mathematics teachers regarding assessment in secondary schools in tehsil Mastuj, district Chitral. The study also aimed at finding out the differences between private and public school mathematics teachers' conceptions. A cross-sectional survey design was used in this study. Participants of the study were mathematics teachers (N=110) from public and private schools selected through multi-stage sampling technique. Data were collected through a standardized questionnaire 'Teachers Conceptions of Assessment' (TCoA) that comprised 27 items with six options ranging from 'strongly disagree' to 'strongly agree'. The questionnaire was validated through content validity and a pilot study and its reliability was 0.72. The data were analyzed through Statistical Package for Social Science (SPSS). Findings of the study revealed that participant teachers showed a high level of agreement with three conceptions of assessment, that is, 'school accountability', 'improvement', and 'student accountability', whereas they showed a comparatively low level of agreement with the conception of 'irrelevance'. Moreover, a comparison of public and private school mathematics teachers showed no significant differences among their conceptions regarding 'school accountability', 'improvement', and 'student accountability'. However, there was a significant difference between the conceptions of the two schooling systems regarding the conception of 'irrelevance' where private school mathematics teachers scored significantly higher than their public school counterparts. Based on the findings, the study provides suggestions to professional development institutions to improve teachers' skills in students' assessment. It also provides suggestions on future research for interested researchers in the same field.