In the QUAL-PRAXIS project, reflection has been identified as a key component of practice-oriented assessment. The ability to reflect has also been identified as one of the core educational objectives of the examples from Austria: practice-oriented assessment in social work programmes available at a university of applied science (Fachhochschule). Thus, reflection is both a central element of social worker´s training at higher education and of practice-oriented assessment; the ability to reflect has to be acquired by doing and the assessment process also has to be based on doing. In this presentation, the concepts of assessment and reflection in the context of practice-oriented assessment will be discussed and illustrated with examples. The following questions will be addressed: How can a teacher (functioning as an examiner) assess whether a student is learning from doing rather than just doing? How can the teacher evaluate a student's level of reflective competence? What are the contradictory elements of assessment and reflection? How can these limitations be overcome? What are the requirements of using reflection to assess the ability to reflect?