Assessment techniques such as paper-pencil tests, quizzes, assignments, presentations, projects and fieldwork guide the teaching-learning process. The major objectives of the study were to investigate assessment techniques practiced in pre-service teacher education and to explore uses of assessment techniques by teacher educators of universities and colleges of education in Punjab. The mixed methods research design was used to get data from teacher educators and prospective teachers of M.A Education program through self-designed five-point Likert scales and interview questions. Analysis of the data through mean, percentage, t-test and coding revealed that the universities were implementing diverse assessment techniques as compared to colleges of education including oral quiz, multiple-choice questions, short answer questions, extended response questions, project, portfolio, and fieldwork. However, the teacher educators of these institutes provided oral and written feedback on the student teachers’ achievement through graded assessment techniques. It is recommended to switch over to advanced assessment techniques such as self-assessment and peer assessment in order to add more transparency in assessment and to involve students in the process of assessment

This study was conducted to explore the cognitive development of students of Madaris, public sectors and private sectors of Islamabad. It was quantitative research. A sample of 716 students was selected randomly from three streams of education. To measure the cognitive development of students, a standardized tool was used to collect data. The tests were administered, scored, and was analyzed through SPSS. Results showed a significant difference among cognitive development of students of three educational systems. Analysis of the data showed a significant difference among scores in subtests i.e. analogies, the odd one out, and similarities. Similarly, students of the private sector had better overall means scores than the mean score of students of Madaris and public schools. As the three systems claim for development of cognitive abilities of students therefore it is recommended that the curriculum, teaching methodologies and learning resources of the three systems may be compared and streamline them for harmonious cognitive abilities of students.

In most of the developed countries, science is being taught in the native language. However, the situation is not the same in other countries. This quasi-experimental study was designed to find the effect of communication using native language on student's learning of science subject at the elementary level. The sample of the study consisted of 50 Pushto speaking female students of Swabi KPK, Pakistan. The results of the study indicated that in the post-test, scores of the experimental and control groups were significantly different. The study concluded that in fostering student's science learning, teaching science through mother tongue is found effective at the elementary level as it enables students to communicate with teachers and other fellow students and enables them to discuss ideas, experiences, and problems faced during the learning process. It is suggested that this investigation should be repeated in other districts where pupils do not perform well in other science subjects.

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The future of refugees in different countries is uncertain. They need support to provide hope for a successful future. Young refugees have their perspectives on the reflection of their personal experiences, needs, accessibility to services, and relevant opportunities. It is a common observation that most of the refugees remain silent regarding their experiences, feelings, and wishes during the journey of arrival in a new country. Nowadays, the voices of young refugees have been penned downed in literature; heard by practitioners, and by those who are involved in policymaking. For the current study, the objectives were to explore the experiences faced by Afghan refugees during their journey for higher education in Pakistan. This was a qualitative study and interview protocol was adopted as a tool for the collection of data. Data was collected through interviews with refugees’ students by the researcher. 20 students were selected through purposive sampling technique from four higher education institutions of Khyber-Pakhtunkhwa in which 17 students were interviewed. Thematic analysis was done, and themes were generated from interviews. Through this study, it was recommended that the implementation of educational policies for refugees may be checked by the higher authorities so that young refugees may be facilitated in the journey of higher education.