Fieldwork is central to teaching and learning in geography. The assessment of student learning from fieldwork can, however, be problematic. This paper evaluates the use of reflective diaries for assessing level three undergraduate geography fieldwork. It is concluded that reflective fieldwork diaries offer an innovative and flexible approach to teaching, learning and assessment that encourages deep learning. The method enhances students' critical self-reflection and communication skills. The authors' findings highlight that clear assessment guidelines and assessment criteria are essential, and students need to fully understand the process of learning through reflection. (Contains 1 figure and 5 tables.)