Emerging from tensions created by theory–practice gap rhetoric, authentic assessment has been heralded as a pedagogical vaccine. Now firmly embedded in the vernacular of higher education, authentic assessment offers learning designers a rich pool of innovative possibilities. These approaches have been shown to boost student engagement while offering academics a defense of the relevance of their assessment designs. At its core, authentic assessment involves designing tasks that mirror real-world challenges, helping students develop the knowledge and skills they’ll need beyond graduation. We usually find such tasks embedded within existing curricula and programs, as common fixtures of what we describe here as the ‘learning to be’ paradigm; the process of helping students acquire the knowledge and skills of a profession.
However, regardless of how novel an authentic assessment may be, while it remains a feature of traditional university systems thinking, it may contribute to the same divide it seeks to bridge. Central to this dilemma is the argument that the issue lies not in the quality of innovation, but in the divergent objectives and priorities of the modern campus and the workplace. Put simply, it is not the tool but the context in which it is used. While ‘learning to be’ approaches emphasise knowledge and skills acquisition, they often overlook the attributes and qualities most valued by employers.
To illustrate this disconnect, consider the following industry priorities.
Discrete Sample of Knowledge or Skills
Authentic assessment captures insights into students’ optimized efforts at a single time point, typically reflecting content knowledge or specific skills. In contrast, workplaces value consistency, reliability, and personal attributes, where a worker’s weakest area may shape perceptions of their competence.
Attendance and Punctuality
Academic staff increasingly contend with low student attendance, with flexible learning measures accommodating participation on students’ terms. In contrast, the professional world is far less forgiving, where punctuality and reliability are non-negotiable.
Work Deadlines
Many academics now anticipate a surge of extension requests as due dates approach. Institutional policies often allow automated approvals to support student success. Conversely, workplaces depend on work being delivered on time and within budget, with employees held accountable.
Direction vs. Initiative
Employers value initiative and self-directed action. Yet, when authentic assessments remain highly prescriptive, students may become passive, awaiting instruction rather than demonstrating independence.
Engaging with Critical Feedback and Grade Appeals
Employers expect individuals to respect expertise and respond constructively to feedback. In contrast, students may challenge or negotiate grades, exposing authentic assessments to cultural inconsistencies.
Narrow Scope and Censored Feedback
Assessment workloads and the need for defensible grading often lead to standardized responses. While transparent, these may restrict nuanced feedback and shield students from the candid critiques encountered in professional practice.
Student Comfort Zones
Students often control where they sit, who they work with, and how tasks are completed. In professional settings, individuals must adapt to unfamiliar colleagues and environments.
It is argued that solutions to these disparities reside in the coexistence of higher education and industry cultures, supported by an elevated awareness of expectations. This requires subtle shifts within authentic assessment philosophy.
The “Being to Learn” Philosophy
One solution lies in a fundamental shift in pedagogical thinking—moving beyond what students need to learn or do to consider who they need to become and how they must act. This is not a call to withdraw essential supports, but an invitation to infuse professional expectations throughout the student journey. If universities are to bridge education and employment, they must illuminate the often-unspoken norms of professional life and provide opportunities for students to develop them.
The “Being to Learn” approach recognises that professional identity formation requires immersive, sustained support beyond a single embedded task. It reflects an intentional effort to design experiences that engage students in the how of working, not just the what.
Below are suggestions that embody this philosophy:
- Clearly Describe Future Work
Frame assessments beyond content, incorporating professional contexts such as shift work, remote practice, client expectations, and role demands.
- Refer to the Rule Book
Use standards from professional bodies and regulators to anchor authentic assessment design.
- Real Assessment Demands Real Feedback
Provide candid, meaningful feedback aligned with workplace expectations.
- Highlight Attendance and Punctuality
Encourage reflection on the professional consequences of lateness or absence.
- Encourage Experimentation
Design tasks that require initiative, innovation, and independent problem-solving.
- Speak the Language
Introduce disciplinary terminology to support professional identity formation.
- Promote a Classroom Code of Conduct
Encourage professional behaviours, collaboration, and respectful engagement.
- Embrace Discomfort
Rotate groups and require students to work with unfamiliar peers to build adaptability.
Authentic assessment has enhanced the relevance of higher education assessment practices, but it is not a silver bullet. To truly prepare students for life beyond university, we must shift from preparing them to complete tasks to helping them become professionals. The “Being to Learn” philosophy offers a powerful next step by bridging learning, identity, and action in pursuit of meaningful and enduring educational outcomes.
Dr. James Thompson is a senior lecturer in the School of Pharmacy and Biomedical Science at Adelaide University in South Australia. For several decades he has been a champion for advancing the assessment practices and decision making about the competency and the work-readiness of graduates across health disciplines. He has contributed original theory and insights which have been broadly adopted in the practice of others.