The objective of the paper is the development and validation of scales to assess reflective learning.
The research is based on a literature review plus in‐classroom experience. For the scale validation process, exploratory and confirmatory analyses were conducted, following proposals made by Anderson and Gerbing and Bentler and Wu.
The paper finds adequate scales to assess reflective learning and students' self‐evaluation.
This research has been carried out in the Spanish pre‐university context. Possible generalizations to different contexts are needed to consider their specific characteristics.
Teachers and tutors will find a framework to evaluate reflective learning.
No previous research has offered this type of scale. The scales are based on real and practical experience within in‐class interaction with students.
