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The attempt to embed Authenticity within the learning process in higher education has been a driving principle within many pedagogical approaches to Higher Education developed over the past three decades. The desire to allow students to learn in a manner that closely resembles the way in which expertise is developed outside the academic environment is a central element of problem-based, inquiry-based and project-based learning. Exploring the implications of authenticity for student achievement and the ways in which this should be assessed has led to innovative teaching methods and ways of evaluating student performance. Unfortunately, authenticity, and authentic assessment in particular, are concepts which are open to a range of interpretations, not least in an educational context where they may be used by both teachers and students with a variety of meanings. This paper investigates the working …