Community-based service learning projects are intrinsically relevant and authentic, giving the work that takes place value and meaning beyond the setting in which it is performed. In viewing students as self-directed learners, service learning also invites young people to participate and work based on their authentic interests. This process is an exciting one for students and for teachers. This is the function of providing a direct experience with persons, events, settings, neighborhoods and life histories that would be totally outside the realm of experience of these young persons. Service-learning enhances intrinsic motivation and can provide students with a sense of control over their work and environment.
Students come to see education as having consequences to who they are and to what they become.
Perceived in this way, young people can be a source of inspiration for teachers. Service learning requires performance-based methods of evaluation. Students can set performance goals which are challenging to them. Newly acquired skills and insights can be demonstrated in many ways. While standardized tests may be used to measure knowledge of subject matter or to gather data for research, permance-based evaluation is more appropriate to learning generated through service.