A symbiotic relationship exists between thinking, learning and assessment. Criteria, void of thinking, result 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 result disappointing. This set includes the book, classroom-sized thinkbox thinking and learning framework poster and Processes for Thinking and Learning booklet.