Reflective dispositions of teachers play an important role in reflective thinking processes and reflective performance. The assessment of reflective dispositions by means of standardized methods enables to investigate reflection processes in the context of teacher education in order to derive implications for both, school
practice and further research. This article focuses on the assessment of reflective dispositions by means of quantitative methods. With the help of a systematic review, an overview is given of which quantitative methods are available for the assessment of reflective dispositions of pre-service and in-service teachers, how the construct of reflection is conceptualized in the included studies, and which validation steps were taken in the studies. Of a total of 378 identified search results, eleven studies met the inclusion criteria and were included in the review. The results illustrate an inconsistent use of construct terms with at the same time similar operationalizations. Furthermore, a need for further validation becomes apparent for most of the used instruments.