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Home > Exploring Teachers Feedback Practices to Enhance Learning Outcomes of Students Studying in Grade V Social Studies Classrooms of Two Public Elementary Schools Located in Hunza, Gilgit-Baltistan

Exploring Teachers Feedback Practices to Enhance Learning Outcomes of Students Studying in Grade V Social Studies Classrooms of Two Public Elementary Schools Located in Hunza, Gilgit-Baltistan

Thesis Info

Author

Karim, Arman

Department

Institute for Educational Development, Karachi

Program

MEd

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2018

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676728022518

Similar


Formative assessment is an ongoing assessment process, and feedback is an integral part of formative assessment. It is an effective tool, used to enhance students’ learning in a classroom context. Teachers have the leading role in the whole process. The focus of this study was to explore teachers’ perceptions, understanding, and practices of formative assessment and the role of feedback practice in enhancing student’s learning. This study was conducted in two public schools of district Hunza, Gilgit-Baltistan, Pakistan. The design of the study employed was case-study under the qualitative research approach. Two social study teachers of Grade 5 participated in the study.The data were collected through semi-structured interviews, classroom observations, document analysis, and focus group discussions of students. The overall findings of my study indicate that the teachers were aware of some theoretical assumptions about the feedback with regards to its importance in supporting their students’ learning. However, the feedback practices were more mechanical rather than reflective. The findings indicate that teachers’ understanding and practices about feedback remained very theoretical and mechanicals. It was not evident if the feedback support learning in the broader term as discussed in the literature. The main aim of the formative assessment was to check the students’ work and identify correct or incorrect text/work. Even mistakes were seen in terms of spellings and factual knowledge since the tasks were limited in nature. Thus, the study suggests that teachers should equip themselves with the content and pedagogical knowledge of formative assessment and feedback practice in a classroom context. For this purpose, special continuous professional development courses could be arranged for teachers, through education department from national, provincials, districts and local levels, in order to make the formative assessment and feedback process effective and meaningful both for teachers and students.
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ہر غم ہنسی کے پیچھے چھپانے سے میں رہا

ہر غم ہنسی کے پیچھے چھپانے سے میں رہا
اس بار زندگی کو نبھانے سے میں رہا

دیتا بھلے ہے تیری جفا کا دھواں یہ اب
پھر بھی چراغ ِ عشق بجھانے سے میں رہا

اب ماند پڑ گئی ہیں مری سب حرارتیں
اس شخص کو تو روز منانے سے میں رہا

جن میں ہے تیرے لمس کی خوشبو بسی ہوئی
اے یار! اُن خطوں کو جلانے سے میں رہا

گر تیری شرط ہے کہ یہ حل ہوں گی اشک سے
ان مشکلوں پہ اشک بہانے سے میں رہا

ان سب اذیتوں نے تو پاگل ہی کر دیا
ہوش اپنے اب ٹھکانے پہ لانے سے میں رہا

حساسیت سے چیخ کے یہ کہہ رہا ہوں میں
گر یہ زمانہ ہے تو زمانے سے میں رہا

مانا کہ فہد ؔزندگی بھی ہے بہت کٹھن
پر آسماں تو سر پہ اُٹھانے سے میں رہا

Reconciliation Process in Afghanistan and Pakistan as Cardinal Player

Afghanistan is in state of war for almost 40 long years but the political dynamics got changed after 9/11. Since the war on terror started facets of peace talks launched without meaningful end. The reconciliation process in Afghanistan had immediately started after establishment of Afghan interim government in 2001. Till 2016 mid, four different reconciliation /reintegration processes were launched by the USA and Hamid Karzai government with Afghan Taliban. The new elected president Ashraf Ghani ended all such processes in 2016 but showed willingness again in 2018 for direct peace talks between USA and Taliban clerics. In the current political scenario, Afghan reconciliation process is back on track with direct peace talks between USA, Taliban and Afghan Government along other international actors. However, Taliban were not ready to sit with the Afghan Government and this is where the Pakistan played as key to Afghan peace process. The focus of this research article is to find the challenges and opportunities of this peace process; Pakistan’s role as cardinal player can consolidate the peace process in Afghanistan. Furthermore, this research will give future recommendations for the peace process in Afghanistan.

Genetic Polymorphism of Mitochondrial Dna As Tool for Forensic Discrimination and Comparison of its Diversity Among Various Ethnic Groups of Pakistan.

Because of its geo strategic position at the crossroad of Asia, Pakistan has gained crucial importance of playing its pivotal role in subsequent human migratory events, both prehistoric and historic. This human movement became possible through an ancient overland network of trails called “The Silk Route” linking Asia Minor, Middle East China, Central Asia, and Southeast Asia. The present study was designed to investigate the control region in 500 unrelated individuals of 22 ethnic groups of the Pakistani population. In order to discourse the genetic diversity, affiliations and origin of castes of Punjab and tribes of Baluchistan, KPK and Sindh. The study revealed high genetic diversity in Pakistani population which is comparable to the other Central Asian, Southeast Asian and European populations. For this purpose Sequence analysis scrutinized, 412 haplotypes, defined by a particular set of nucleotides were found (ignoring the C insertions around position 309 and 315) in 22 ethnic groups. In spite of that 65% sequences were observed once, 11 %, twice, 8 % thrice, 5 % four time and 2.2 % five times. The most common South Asian haplotypes are observed, M 46 %, N 7 %, and R 13%, while West Eurasian haplotypes are U 18%, H 5%, J 4%, W 3% and T 2% in 22 ethnic groups. The mean number of pairwise differences were observed 5.2 ± 2.8 to 12.5 ± 6.2. A random match probability between two unrelated individuals was found between 0.01 to 0.06 %. While genetic diversity was found to be 0.991 to 0.999, with nucleotide diversity ranging from 0.0089 to 0.0142 for the whole control region in Pakistani population. The configuration of genetic variation and heterogeneity further unveiled through Multidimensional Scaling and phylogenetic analysis. The results revealed that Pakistani ethnic groups are the composite mosaic of West Eurasian ancestry of numerous geographic origin. They received substantial gene flow during different invasive movements and have a high element of the Western provenance.