Project-based learning (PBL) is a pedagogical approach that emphasizes student engagement in real-world problems, fostering teamwork, deep learning, and intrinsic motivation. However, integrating PBL into higher education necessitates reevaluating student assessment methods. This study explores the impact of reflective practices specifically from the students` views including individual and team reflections, on enhancing cooperation, project outcomes, and individual learning progress. Therefore, reflective practices, based on Kolb’s Reflective Learning Cycle, were implemented in two distinct courses at HTW Berlin: an IT project course aiming at IT development and a Materials Science course focusing on research skills.

Key findings from the study indicate that students initially viewed reflections as an additional workload. However, over time, they recognized their value in improving group performance and individual learning. Specific insights include:
1. Improved communication and task clarification: Reflective practices helped students address and resolve communication issues, leading to clearer task assignments and better project coordination.
2. Enhanced self-awareness and critical thinking: Students became more aware of their strengths and weaknesses, particularly in areas such as time management and teamwork. This self-awareness facilitated personal and academic growth.
3. Challenges in group dynamics: First-year engineering students often overestimated their performance, highlighting the need for tailored guidance from instructors. Additionally, good individual time management did not always translate into effective group time management.
4. Impact on project outcomes: While reflections were not directly linked to project success in the IT course, they significantly improved collaboration and learning outcomes in the Materials Science course.

The study also highlighted specific challenges and recommendations for improving the implementation of reflective practices:
- Clarity and guidance: Clear guidelines and support for reflective activities are crucial. Providing examples and structured prompts can help students engage more deeply in the reflection process.
- Integration with learning objectives: Reflection activities should be aligned with course objectives to ensure they are seen as integral to the learning process.
- Support for diverse student needs: Addressing factors such as cultural differences, language barriers, and varying levels of prior knowledge is essential for effective reflection and collaboration in international and diverse student groups.

From the lecturers' perspective, reflections provided valuable insights into students' experiences and areas for improvement. Key suggestions for effectively incorporating reflections into higher education include clearly defining expectations, offering guidance and support, promoting authenticity and self-reflection, providing timely feedback, and integrating reflections into the overall assessment structure.

In conclusion, while reflective practices initially presented challenges, they ultimately contributed to improved group performance, communication, and individual learning. The study underscores the importance of thoughtful implementation and ongoing support to maximize the benefits of reflections in enhancing PBL outcomes in higher education.

Keywords: Reflection, assessment, higher education, project work, PBL.