I chose Levy-Feldman’s (2025) article for this assignment to compare and analyze similarities
and differences in views on assessment. Both Jones (2008) and Levy-Feldman (2025) emphasize
the critical role of assessment in education; however, their perspectives highlight different
aspects of its purpose and practice. One key similarity is their shared belief that assessment
should be formative and integrated into the teaching and learning process. Jones (2008) describes
assessment as part of a continuous cycle, where curriculum, instruction, and assessment are
closely aligned to improve student learning. Similarly, Levy-Feldman (2025) emphasizes that
assessment should be ongoing, helping teachers adjust instruction and support student progress.
On the other hand, the two authors differ in their main focus. Jones (2008) concentrates on the
structural alignment of assessment with curriculum and instruction, stressing the importance of
feedback loops in classroom practice. Her model presents assessment as a tool for teachers to
plan, monitor, and adjust their teaching in effective ways.
Levy-Feldman (2025), focuses on the social and ethical sides of assessment. She argues for
culturally responsive assessment practices that address inequities and promote fairness. Levy-
Feldman raises concerns about traditional assessments for sometimes excluding or
misrepresenting students from diverse backgrounds. She encourages the use of flexible, inclusive
assessments that affirm students’ identities and learning needs.
This difference highlights two important goals in education today: making sure assessment
supports effective teaching and ensuring that all students are treated fairly. Jones’s approach
helps teachers guide instruction clearly and purposefully. Levy-Feldman’s view pushes teachers
to reflect on whether their assessments are respectful and just for every student.
Psalm 43:3 says, “Send out your light and your truth! Let them guide me,” and this verse
connects with both authors’ views. Jones focuses on aligning assessment with truth and clarity in
the classroom. Levy-Feldman brings light to the need for fairness and justice when assessing
students from different backgrounds. Through a biblical lens, both authors remind us that good
assessment should lead to strong learning and reflect God’s truth, justice, and care for every
learner.
References
Jones, D. L. (2008). The teaching and learning cycle: Integrating curriculum, instruction, and
assessment. Christian Perspectives in Education, 1(1).
https://digitalcommons.liberty.edu/cpe/vol1/iss1/3
Levy-Feldman, I. (2025). The role of assessment in improving education and promoting
educational equity. Journal of Educational Assessment & Practice, 41(1), 15–29.
The Holy Bible, English Standard Version. (2016). Crossway Bibles.
