A symbiotic relationship exists between thinking, learning and assessment. Criteria, void of thinking, results in little more than quantity statements or statements of subjective quality language. Neither stretches the learner in their performance and the latter results in confusion and often a need for moderation. When a learner is provided with criteria, but is not given the opportunity to develop knowledge and understanding of their elements, its use is compromised and the end results are disappointing. This book is about the thinking and learning process. It’s about the relationship between assessment, thinking and learning. Its where assessment meets thinking and learning!