تعلیمی نظام کی اصلاح کے بارے میں امام بخاری کا نظریہ

 Bukhari was an exemplary teacher. His teaching experiments, advices, and valuable analysis are beneficent even today. As he is famous for being expert in Ahaadeth (Muhadis), he is being ignored in the field of education.  His thoughts, described in Kitabul Ilm of Sahi Bukhari can be used to reform an education system. According to his advices, a teacher should be vocal, should understand and consider psychology of students. He should make groups of students on the basis of their intelligence, and should assign assignments to students to make them more confident. About questions asked by students during teaching, Imam says this is not beneficial. Teachers also should not be upset with proper questions asked by students. No one can become expert with his own study without consultation with an expert of the field.  Reading without the guidance of a teacher may be unhealthy.  Imam stressed even beginner students to do hard work and travel for research, and academic work.  To get knowledge and access to reliable teachers admission in an institution and fulfilling of all the requirements are necessary.  Imam Also considered women education necessary.  According to him women can get benefits only when their system is separate from men. Kitabul Ilm of Bukhari consists of advices for education system reforms. These advices can be used to reform the present education system. Purpose of this article is to analyze Imam Bukhari’s thoughts about education for understanding good and bad things in education.

The Use of Portfolio in Assessing Students’ English Writing Skills

This study focuses on the use of pPortfolio as a tool in assessing students' English writing skills in a non-native English language context. The current assessment system in schools does not assess students' on-going development of English writing skills and leads to rote memorization and test anxiety. Portfolios provides the environment to learn without having the fear attached to tests or examination situation, as students get feedback at multiple stages. With that, portfolio assessment meets the purpose of assessment for students' learning. This study applied qualitative research paradigm while adopting an action research model in order to implement portfolio assessment in the school. Purpose sampling was done, with Grade Eight class being the senior most class of the school; and thus, they were more expressive and had better writing skills. Data for the portfolio was collected via students' samples of story writing, self and peer-evaluated work, reflections and teacher's feedback. Other method of extracting data was by interviews, observations and reflective writing. The students' work in their portfolio was analyzed at the end through an assessment rubric. The findings revealed that introducing the students to portfolio assessment increased their knowledge towards producing better work via peer/group learning, and they were able to monitor their own progress via reflections. The students also learnt about different assessment strategies (self and peer assessment) and dealt with the challenges they faced during the process. The implication that resulted from this research was that portfolio development process increased the workload of the students and completion of the portfolios took a lot of time. For that purpose, careful planning of different strategies and materials were modeled. However, the advantages for portfolios are envisaged to be more than the challenges; and thus, portfolios are recommended as a useful learning tool for assessing on-going development of students' English writing skills.