“What the student does is actually more important in determining what is learned than what the teacher does”

Higher education has begun to focus more on students ‟ learning experiences, leading to changes and developments in assessment methods. In addition, research literature informs us that assessment is most effective when closely aligned to learning outcomes. In the institutional move towards this student-centered environment and a more „constructively aligned ‟ educational process, the Faculty of Built Environment has facilitated and resourced a number of initiatives in learning, teaching and assessment. This paper examines the rationale for the use of portfolio assessment as an authentic mode of assessment for construction management students in DIT. It focuses on the impact this mode of assessment has had through the qualitative analysis of student evaluation and student interview responses along with lecturer reflection. It suggests that the efforts and developmental work involved in moving to a more „constructively aligned ‟ system should be considered as strengths of learning development in the School and Faculty and it identifies the added value the portfolio assessment methodology offers in developing competent graduates in the field. It concludes with some reflections on the significance of the achievements to date and proposes a way in which the Program, School and Faculty might move forward int