True AfL, far from pressurising pupils and stifling creativity, has been shown to have a positive effect on both cognitive and affective outcomes. The Government's version, with its obsessive focus on national curriculum levels rather than learning, is the antithesis of this approach.
The Government has hacked the soul out of an excellent pedagogical approach, and it is saddening that if this corruption is made statutory, it will be impossible to implement true AfL in our schools.
We must make the distinction between true AfL and the soulless monster the Government has created.
Dr Valerie Hayes, Mathematics teacher, Minster-on-Sea, Sheerness, Kent.