اسلام اور جین مت میں طہارت کا تقابلی جائزہ

      Allah created all the required things fo the world since the world was given existence. Human was made its tenant and was equipped with art of living and eversince human life exists in all the corners of the world whatsoever religion they follow, but  they do follow a set of social principles in life. And literal meaning of those principles is called religion, because religion literally mean"way of living or manner of living". And contextually religion may be defined as the principles followed to live life.       In the light of this definition of religion some people have been confronted having no concept  of  religion, they are called Communists. But anyone who does not believe in Allah and the Prophet PBUH are termed Communists. In the following dissertation a comparison has been drawn between Islam and jeen Mat to show that no religion can compete Islam in terms of Clarity or cleanliness.

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.