Book review: Learning how to learn: tools for schools

From the outset this book establishes an emphatic relationship between assessment for learning and learning how to learn (LHTL), arguing that the notions of LHTL are implicit in formative assessment practice. That this has implications for professional development and for the development of learning organisations is fully acknowledged: indeed, the structure of the book supports the process of questioning and changing practice at an individual practitioner and organisational level.