ہک دھی رانی دی فریاد
بولے جدوں بنیرے کاں
میں سمجھ جاندی ہاں
گل ہے ضرور اولی
تاہیوں کردا اے کاں کاں
کائی دس پیغام خوشی دا
مینوں درداں ماریا تھاں
میں کٹھی وچ ہجر دے
میری نکلی جاندی جاں
میرے سینے پھٹ انوکھا
کر سکدی نہیں عیاں
میری سن فریاد اے امبڑی
جے توں ہیں میری ماں
نہیں سُجھدے ریشم گوٹے
نہ محل چوبارے تھاں
نہ چوڑے ہار حمیلاں
نہ کنٹھا منگدی ہاں
نہ گانی نتھ نہ ِٹکّا
نہ منگاں حویلی تھاں
نہ ریشم لہنگے منگاں
نہ سونا چاندی چاہاں
نہ ہور قصیدے چوڑے
نہ قریشیے بانہاں
نہ مربعے، بھوئیں نہ بھانڈے
نہ کوئی لمبی……… لاں
نہ ریجھ مایا دی مینوں
نہ مجھ نہ وچھا گاں
ہک راز دلے وچ میرے
دس میں ہن کی کراں
تیرے لکھ احسان کروڑاں
بھل سکاں میں کداں
تیرا حکم میرے سر اکھیں
توں سکی میری ماں
اک خیر منگاں میں تیتھوں
نالے منگدی وی سنگاں
کر سکدی توں ہیں اماں
میری زندگی میرے ناں
جے میری گل توں منیں
میں اُڈّاں باہجھ پراں
جے نال رنجیٹھے ٹوریں
دل ٹھردا میرا تاں
Background Several changes have been made to the assessment component of Saudi residency training programs. Among those is the implementation of three examinations over the course of the year. Aim We aimed to explore the emergency residents’ perspective on the change in the number of examinations, and the impact of such changes in terms of time management, knowledge gain, and social life. Methods This cross-sectional study was carried out from September to October 2022, using an electronic survey targeting emergency board trainees. Results One hundred and nine emergency residents enrolled, of whom 64.2% were male. The majority, 45%, were from the central province. Junior-level residents (R1) represented 26.6% of the sample, while R2 (second year) comprised 18.3%, R3 (third year) comprised 38.5%, and 16.5% were senior (R4) level. More than half of the participants, 56 % (n=61), did not support the change from one to three examinations and believed that it had a negative influence on knowledge gain and clinical skills. The influence of the change on time management stands out as a negative impact, in addition to its impact on social life and annual leave arrangements. Conclusions The support for three examinations throughout the year was low; a contributing factor to this may be the sudden changes effected by those tests on training and time management. A re-evaluation of testing culture and involving residents in decision-making might generate acceptance.
This study set out to help one secondary school, science teacher on the use of questioning for formative assessment in the class. During the data collection period, I worked very closely with him, working in a community school, to introduce the use of questioning for formative assessment in chemistry in class eight. I collected data for this study over a period of seven weeks. I gathered the data through classroom observation, unstructured interviews and informal discussions. I also kept a journal throughout the period of data collection where I noted important points, my feelings, and new questions that emerged concerning questioning for formative assessment. I reflected deeply on my role as a teacher educator, change agent, and learner. The dissertation contains thick descriptions of planning, teaching and post teaching interactions that highlight the delicate relationship the researcher had with the research participant. Findings of the study show improvement in questioning skills for formative assessment of my research participant. He improved on question distribution, seeking opinions from other students, probing, sharing learning intentions with his students at the beginning of the sessions and providing feedback to the students. Also, the findings show numerous possible challenges that a teacher might face during the use of questioning for formative assessment. The challenges were time, the number of students in the classroom, a noisy class, the problem of students cramming (rote memorization), and practical knowledge of the teacher. Likewise, the researcher faced a number of challenges that ranged from a lack of expertise in co-planning, co-teaching and lack of competence for conducting action research.