مسئلہ ختم نبوت پر دلائل کا منہج و اسلوب : تجزیاتی مطالعہ

The belief of the finality of Prophet Hood (Khatm e Nabuwwat) is the basic belief of the Muslim Ummah, and this belief has been adopted since the first day. From the time of the Prophet ﷺ until now, the belief in the end of Prophet Hood has been protected on practical grounds and intellectually. Muslim scholars and philosophers, while strengthening it on the basis of rational and simulated arguments, did not leave a single aspect from which it could be undermined. They presented simulated arguments for the misguided sects in Muslim Ummah and for the non-Muslims, presented rational arguments in such a way that there was no reason left to disbelieve this belief. In this research article, there is a description of the simulated and rational arguments that are usually presented, such as the Quranic verses and their interpretation, the Hadiths, and the sayings of the scholars. And it has also been narrated what their style of reasoning is, in the same way, the legislation that has been passed in this regard in Pakistan has been presented in detail. Hopefully, this will make it clear what are the services of scholars and thinkers on this issue and what is their style.

Exploring Teachers Perceptions and Practices Regarding Formative Assessment in a Private School System in the Chitral District of Pakistan

This study aimed to explore the perceptions and practices of teachers regarding formative assessment (FA) in a private school system in the Chitral, district of the Khyber Pakhtunkhwa province of Pakistan. Altogether 123 teachers participated in the study from 25 selected primary, middle and high schools. Stratified random sampling was employed for the selection of the schools and simple random sampling for the teachers from each school. Questionnaire and a classroom observation checklist were used as data collection tools. The research questionnaire was aimed to explore teachers’ perceptions associated with their understanding, practices, their opinions about the advantages of formative assessment both for the students and teachers, limitations of formative assessment and the advantages of formative assessment records. The observation checklist was administered to observe the integration of formative assessment techniques in classroom operations such as planning for the lessons, its presentation, teachers’ communication skills, evaluation, classroom activities and classroom displays. The questionnaire and classroom observation checklist were administered through direct administration by visiting the schools. The data was analyzed using SPSS 22 software to calculate the percentage of responses, mean and standard deviation. The data was tabulated after cleaning it in MS Excel. Parametric and non-parametric tests were employed for comparative analysis of responses of independent variables such as teachers’ gender, academic and professional qualification, teaching experience and participation in continuing professional development programs. The major findings of the study show that teachers have positive perceptions about formative assessment and stated that they have sound understanding of formative assessment and are competent enough to use these techniques during teaching and learning processes. It was evident from classroom observations that teachers were using formative assessment techniques efficiently; nevertheless the teachers depended on few techniques; most of the time they would use some techniques in all situations. In comparative analysis the findings of the study varied to a less extent across independent variables as a slight difference was found among the groups.