Community-based learning is a relatively new field in South Africa. It has only been extensively
included in academic programmes at universities for about fifteen years.Students have to make a
positive contribution to individuals in their communities (Dukhan 2008:21) and develop a combination
of knowledge, skills, values and motivation in order to make a difference, and to promote the quality of
life in a community (O Connor 2006: 52).Too often assessment reflects on a single quantitative
measure or symbol to indicate a level of achievement. This aggregate does not, however, indicate the
student‟s particular weaknesses and strengths, and whether or not he or she possesses competencies
in a specific aspect. A more objective method/procedure of reporting assessment on levels of
achievement and competency obtained is the compilation of a portfolio. The main aim of this paper is
to provide some guidelines for the compilation and implementation of portfolios as a tool in authentic
assessment for the student, but also acts as a document that would guide a community into the
sustainability of the project
