Reports the conditions within schools, and across networks of schools, that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. "The researchers explicitly invite others into the discussion of the role of assessment in helping students learn how to learn. They achieve this goal well and early on. Their text is refreshingly readable and an illustration of the pedagogy they propose."--Teaching Theology and Religion, April 2010, 183-184