This article discusses some of the ambiguities related to the concept of reflection in education, and presents an alternative approach for determining the focus and quality of students' reflection. Accordingly, the focus of reflection can vary from a concrete technical aspect of an experience to the broader societal context of that experience, and the quality of reflection can be described through successive stages of argumentation: describing, justifying, evaluating and discussion. The developed coding schema for determining the focus and quality of reflection was pilot tested on reflection fragments written by a small sample of tertiary dance students. (Contains 7 tables and 1 figure.)