The term 'authentic assessment' has recently gained widespread use in education. This paper explores various ways in which authentic assessment is being interpreted and the relationship between these different interpretations and the original focus of authenticity in learning. The paper explores briefly the ways in which implicit and explicit beliefs about the nature of learning and knowledge formation direct the ways in which authentic assessment is interpreted and used. Educational issues that arise from some implementations of authentic assessment, identified as camouflage, simulation and abstraction, are discussed. The need for authentic assessment to be contextualised through a coherent teaching, learning and assessment domain is stressed.

This paper explores ten common themes concerning assessment practice in Australian education across the six states and two territories. The themes are: (1) a strong curriculum base influencing assessment, (2) the incorporation of school-based assessment in all certification, (3) preference for standards-referenced assessment, (4) respect for teacher judgement, (5) increasing vocational education delivery within schooling, (6) multiple pathways to future study and careers, (7) school-based assessment in the compulsory years of schooling, (8) moves towards outcomes-based frameworks, (9) issues relating to national benchmark data, and (10) equity issues.

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