Over the past few years there has been a great deal of discussion of the use of reflective journals and commentaries as an assessment tool within the context of Work Integrated Learning. One of the issues which has dominated the discussion is how to assess reflection, and what precisely could be assessed. This discussion has prompted me to share the experience that we have had over the past three years in utilising a curriculum approach to developing the practice of reflection, by teaching a framework of understanding the process which then forms the foundation of the assessment rubric.