And then ask them questions which create conflict and confusion. And then help them reach an answer. And attempt to recognize a 24 carat gold question when you hear it. There is an infinite number of such questions, just waiting for teachers to recognize or ask. These questions promote the reflection that provides the best kind of learning that human beings have so far invented.
Any educational evaluation stems from the educational purposes specified in advance of teaching.
If one wishes to teach reflectively and hold reflective discussions, then the purposes, goals, or objectives must mandate such discussion. This necessarily precludes evaluation that emphasizes memorization. However, application of knowledge, in terms of the Bloom Taxonomy, is technically Level III, which is not especially reflective. Reflective thought involves acquisition of facts, understanding of ideas, application of principles, analysis, synthesis and evaluation. In short, reflective thought and reflective teaching involve all levels of the Bloom Taxonomy.