I would imagine people would both strongly agree and disagree with this very progressive approach to assessment. In particular, I can't imagine there would be wide agreement with the statement that "the primary purpose of assessment is to help the learner to improve their learning. All assessment should be formative." Jon Dron achieves this by classifying as 'judgement' any assessment that doesn't satisfy his criteria. But if so, then we simply stipulate that students need to be subjected to both assessment and judgement, and we're back where we started (but with new terminology). But the wider and more common meaning of assessment includes pure judgements, and sometimes the purpose of such is simply to determine whether you've made the grade, period full stop.