Reflection in assessment has been widely applied in education worldwide, with the aim of improving student learning and development. However, there is limited knowledge about how summary reflective assessments impact student learning, particularly in the context of personal development at the secondary school level. This study aimed to examine the effect of using summary reflective assessment on student learning in the personal development subject of Grade 11 students. An action research design was employed, involving 181 Grade 11 students from the Technical-Vocational-Livelihood (TVL) track at San Pedro Relocation Center National High School (SPRNHS). Using purposive sampling, the study utilized a pre-test and post-test, along with a 25-item checklist-type questionnaire, to evaluate the usability and effectiveness of the summary reflective assessment. Data analysis indicated significant improvements in the experimental group exposed to the summary reflective assessment compared to the control group, particularly in organizational thinking, critical thinking, and the ability to connect learning with real-life situations. The experimental group also demonstrated significantly higher post-test scores, confirming the positive effect of the intervention. It is therefore recommended that teachers incorporate reflective assessments into their practice, and that school administrators support this by organizing relevant training and workshops. For DepEd policymakers, revising the curriculum to include support for formative assessment and holistic learning is advisable. These findings may be further validated and expanded in future studies by exploring the use of reflective assessments in other subjects and among different student populations.