مقاصد شریعت کا تصور اور ان کا اطلاق

According to Islamic Jurists the main objectives, or purpose of Islamic Law (Shariah) are the preservation of faith, life, intellect, progeny, and wealth. These five purposes are designated as necessities of life and these are the primary purposes of the Shariah (Islamic Law). Protection of faith is the first and foremost objective of the Islamic Law as the Quran clearly mentions worship of Allah as the purpose of creation of human being.  Protection of life is the second purpose and according to Islamic teachings human life is sacred. The Quran clearly forbids taking human life of a person without justification. Protection of Intellect is the third purpose as human being has been given superiority over other creatures by virtue of intellect and reason. A Person with sound mind and intellect can think, act, react well, this is why Islam prohibits all kinds of intoxicants because they are harmful and may disturb faculty of reasoning. Protection of Progeny is the fourth purpose as Islam emphasizes on the establishment of lawful relationship between man and woman. It is the foundation for the establishment of a value-based society. Islam considers unlawful relation harmful for individuals and community. This is the reason that Islam prohibits adultery. Protection of wealth is the fifth purpose and the Islamic teachings’ emphasis on acquisition of wealth by lawful means. While the Quran enjoins that one should not earn wealth by unlawful means.  These dharurat (necessities are followed by the hajat (needs) and thasinat (complementary values). However the scope of these purposes goes beyond them and they include protection of civilization, culture, establishing peace, harmony, security, elimination of violence, maintenance of equality, and so on.  In this article all these five kinds of dharurat (necessities) have been elaborated while in the last portion a review has been carried out for their relevance and implementation in the contemporary era.

Analysis of Multiple Assessment Practices at Secondary Level in Pakistan

Ministry of Education Government of Pakistan (2009, 2017) focused on English teachers to use modern assessment techniques for measuring students’ learning through multiple assessment methods. The study was designed to study in this context. The prime focus of the study was to investigate the English teachers’ perception, practice, paradigm preference and impact of multiple assessments on students’ scores. The population of the study was all secondary schools’ English teachers and their respective 10th class students. Cluster sampling was used as the two main streams of education (federal and provincial) were included in the study for knowing English teachers exercise of multiple assessment. The equal participation of federal and provincial English teachers was ensured having similar division on the basis of gender and locality. The revised validated assessment tools: CAPSQ-LT, 2011; SPAQ, 2012 and English Teachers’ Beliefs and Practices of Multiple Assessments, (2003, 2008) were consulted before designing the research instrument. The research tool was finalized after expert opinions. The tool had three parts; the first part of the questionnaire dealt with demographic details, the second part investigated teachers’ perception and practice regarding multiple assessment practices and the third part explored English teachers’ assessment paradigms preferences. The sample of the study was 344 English teachers and 3440 students (ten students of each sampled teacher). The data was analyzed through descriptive and inferential statistics unveiling English Teachers’ multiple assessment perceptions, practices, its impact on student’s results and paradigms preference of English teachers. The findings of the study revealed the higher perceptional mean score as compared to their practices. The positive correlation was found between perception and practices of four multiple practices. The gap was identified between perception and practice of Alternative assessment practice. The statistical analysis of multiple assessment practices of English teachers were graded as: Test-based; Traditional; Observational; Task-Based and Alternative consecutively that revealed the teachers more frequently exercised those practices which are designed for summative assessment. The analysis of assessment paradigms reflected the secondary school’s English teachers’ preference as: assessment of learning; assessment to inform; assessment for learning; assessment as learning and assessment for instruction. The alignment of multiple assessment practices and paradigms preferences of English teachers is evident from the findings which indicate that the teachers exercised assessment practice according to paradigm (purpose of assessment) which they reflected from their preferences. The inferential statistics revealed that the most applied assessment practices Test-based and Traditional did not prove their significant impact on students’ results while highly significant impact was calculated of Observational, Task-Based and Alternative assessment practices that were less exercised by English teachers. It was deduced from the English teachers’ corroborated preferences of assessment paradigms and assessment practices that the primary focus of English teachers was not encouraging students to improve their language competency rather they mostly used those assessment practices that minimize the scope of assessment to assign grades or award certificates to the learners. Thus, it is concluded that there arises a need of changing teachers’ assessment preferences for availing the maximum benefits from all assessment practices by providing them facilitation to exercise those practices that widen the scope of learning. The researcher recommended the teachers’ assessment literacy, pre-service and in-service teacher’s assessment training for improving and enhancing the professional skills of English teachers in the field of assessment.