Abstract: The rise of reflective practice within higher education has resulted in consideration of including it as a tool for summative assessment to assess key required skills, knowledge and understanding, and their overall professional development in relation to personal experiences (Rees et al., 2006; Yorke, 2005; Jackson & ward, 2004). The study, therefore, aims to explore and question employability skills development through assessment in higher education with more focus on reflective assessments, and based on the outcome of the literature and students’ voice collected by the author of the study using focus groups including students studying at the undergraduate level within the business management faculty at a UK based university. The study developed new views and knowledge to the field of employability skills development within higher education with specific focus on reflective assessments. Key findings reached the following: First, there should be an urgency to consider inclusion of practical elements into the offered programmes within higher education instead of focus on theoretical aspects. Second, consideration to further enable active reflective practice within assessments to enable further personal development, inclusion of real experiences, and encouragement of self-awareness. Third, the study can establish that writing reflective assessments with restricted guidelines requiring students to be technical and evaluative while reflecting can be challenging. Therefore, students should receive enhanced support to ensure this can be achieved.