Abstract
Purpose. The article is devoted to various methods of informal assessment and their potential for developing students’ reflective skills. The authors analyze different theories and approaches to reflective learning in order to design tools for enhancing students’ reflective abilities.
 Methodology. The data obtained through the research are evaluated and interpreted on the basis of the descriptive approach. The authors also adopt the reflective-activity approach for designing a set of reflective statements.
 Results. The authors study the main features of informal assessment, compare and contrast them with the forms of formal assessment pointing out that new approaches to assessment such as Learning Oriented Assessment (LOA) should be adopted in order to promote learning, motivate students and encourage their autonomy. Special attention is given to feedback as an LOA component, which correlates with the concept of reflective learning. The authors analyze various theories of reflective learning and design a system of reflective statement, which could be used as a means of practical development of students’ reflective abilities.
 Practical implications. The results of the research can be applied in teaching practice of various disciplines at higher educational establishments.
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