قریشی ثناء اﷲ (۱۹۲۰۔۱۸۲۵) ظفروال میں پیدا ہوئے۔ آپ قریشی تخلص کرتے تھے۔ صاحبِ طرز شاعر تھے۔ زمانہ کی دست برد کی وجہ سے آپ کا کلام نہیں ملتا۔ چند اشعار آپ کے ایک شاگرد رشید کی بیاض سے دستیاب ہوئے ہیں۔ ’’سرزمینِ ظفر وال‘‘ ظفر وال کے شعرا کے تذکرے سے بھی آپ کے کچھ اشعار ملاحظہ کئے جا سکتے ہیں:
مجرم نیا ہوں مرا پیشہ جرم ہے غافل تھا روزہ داری میں تارک نماز سے
بے شک گزر گیا ہوں میں حدِ گناہ سے کرتا رہا ہوں رحمت بے حد پہ ناز سے (۵۸)
۵۸۔ آتش کشمیری ،’’زمینِ ظفر وال‘‘، لاہور‘ ۱۹۵۲ء ، ص:۲۹۷۔۲۹۸
Penelitian ini untuk mengimplentasikan Presisi dalam bentuk aplikasi pelayanan cepat dan tepat Kepolisian Republik Indonesia dengan konsep prediktif, responsibilitas, transparan dan berkeadilan (PRESISI). Konsep presisi terdapat pencegahan atau prediktif perlu dilakukan dalam upaya pencegahan kejahatan. Kemudian terkait responsibilitas menekankan bahwa kepolisian memang harus cepat tanggap untuk menangani kasus hukum terkait dengan ketertiban dan keamanan di masyarakat. Dengan era 4.0 penggunaan teknologi informasi dapat membantu kepolisian untuk cepat merespons dan segera menangani segala bentuk laporan yang masuk. Bencana yang melanda dunia pandemic Covid-19 yang membatasi ruang lingkup berkumpul dalam suatu tempat untuk menghindari tertularnya virus covid-19. Implemtasi aplikasi Presisi adalah menjadi sousi yang tepat dalam melayani perpanjngan SIM. Aplikasi ini di desain untuk memangkas waktu antrian sehingga masyarakat yang memperpanjang surat izin mengemudi tanpa turun dari kenderaan dengan konsep drive trhu.
This study aims to develop an understanding about how formative assessment can be used to develop students' conceptual understanding in the selected concepts of science at Grade 6. The study utilized the action research method within qualitative paradigm. It was conducted in an English medium Girls High school in Karachi. The school had been using formative assessment rather than summative assessment to assess students' learning from grade 3-6. Hence, it was decided to explore how formative assessment can be used to develop students' conceptual understanding in this school as it would develop my understanding about usage of formative assessment. It would also support the school's effort to implement FA in this grade in science. Data was mainly collected from observations and teaching by using various formative assessment tools such as peer group assessment, Think-Pair-Share activity and classroom questioning. Findings of the study demonstrated that it is vital for a teacher to diagnose the prior understanding of the students regarding any science concept to ensure their conceptual understanding. It also revealed that group-work, peer-assessment and Think- Pair-Share activities are more likely to help students in developing their conceptual understanding. It further showed that teachers need to analyze the assessment data on an ongoing basis to gain insight into the needs of students and to modify teaching instructions accordingly. It also indicated that timely feedback given by teachers and peers supported students' learning and developed their conceptual understanding. However, strict time frameworks of schools and heavy syllabus hinder the effective implementation of formative assessment in real classroom context. This study concludes by recommending that for effective implementation of formative assessment, teachers needs support in terms of time and space from the school management and they must be encouraged to analyze the assessment data to inform their teaching practice. Therefore, the study ca11s for the change in teaching and assessment practices in schools. Key words: Formative assessment, conceptual understanding, summative assessment.