This paper looks back on the use of reflective diaries as an assessment tool in a feminist geography module over several years. It considers the ways in which reflection on practice and the valuing of the everyday could be seen as a specifically feminist pedagogic practice. It considers the alignment of module content with assessment format. The paper includes discussion of extended examples of student reflective writing and considers the practical and ethical drawbacks of using subjective modes of assessment with undergraduate geographers. (Contains 2 tables.)