Abstract Background Community Service Learning (CSL) is taking ground in higher education. In CSL, students use their academic skills to address society issues in close collaboration with the community. Reciprocity between community and university is conditional for meaningful CSL. Currently, much attention lies on student skills and competency development. There is less focus on the impact of CSL on the community. To move towards higher impact, we developed an evaluation framework on community impact in CSL. Methods We conducted a systematic literature review to identify criteria on community impact in CSL. The identified criteria were structured in the CIPP framework (Context, Input, Process and Product). Next, we validated the concept framework in 5 CSL activities of the VU University Amsterdam, using participant observation, interviews, questionnaires and document analysis (multi perspective). Results The underlying rationale of the framework is that (supported) community involvement - from start till finish - contributes to higher community impact in CSL. Context criteria relate to motivation and expectations of all stakeholders. Input criteria include available human, financial and material resources. In Process, there is attention to the way CSL is shaped with the community. Product criteria include how community perspectives are integrated in outcomes, and how outcomes are perceived and implemented by the community. The validation of the framework did not result in major changes, but contributed to specification of individual criteria. Conclusions The development and validation of the framework is an iterative and cyclic process, open for further validation and improvement. To realize most impact learning and reflection processes with all stakeholders are essential. The framework should not only be used to asses community impact, but also to design and implement CSL in order to realize high community impact. Key messages A monitoring and evaluation framework of community impact provides groundwork for ...