۲-اسمائے استفہام
عربی ز بان میں ایسے اسماء جو کسی چیز کے بارے میں سوال کرنے کے لیے استعمال ہوتے ہیں انہیں ’’اسمائے استفہام ‘‘کہتے ہیں، جن کی تعداد نو ہے، قرآن مجیدمیں درج ذیل مقامات پر ان اسما کا استعمال ہوا ہے مثلاً:
This research paper focuses on socio-economic conditions of home-based working women in Hyderabad Division, of Sindh Pakistan. Main objectives of this research are (i) to analyze the Socio-economic condition of home-based working women (ii) to assess the poverty and home-based work (iii) to find out the illiteracy and home-based work (iv) to investigate the role of handicrafts and home-based work in cultural and economic development (v) to unearth the Sindhi culture of handicrafts in Hyderabad Division. To achieve research objectives qualitative research approach is adopted and data is collected by four case studies in Hyderabad division. All cases are selected randomly and analyzed by using thematic analysis method. Present study concluded that researched area is rich in handicrafts business. Women engaged themselves in home-based work due to poverty, unemployment and poor financial conditions of their families. This business has very low profit but female preferred this work due less skills and education required to carry handicrafts business. Home-based workers felt empowered due to having their own income and took part in decision making. In last it is recommended for policy makers and government agencies to give priority to this business because it has potential. It is necessary for economic development of families, culture and country.
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.