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This study focused on determining the facets of assessment authenticity by exploring the perceptions of both students and teachers of vocational education and training. It elaborates on a theoretical five‐dimensional framework (5DF) that differentiates between five dimensions and several sub‐elements of authenticity. This framework led to the development of a questionnaire for examining if the facets of the 5DF are recognised by students and teachers in practice. Reliability and factor analysis as well as readability scores were used. Teachers recognised both the dimensions and the sub‐elements as facets that determine assessment authenticity. In the eyes of the students, four of the five dimensions (task, physical context, form and result/criteria) determine authenticity, while students do not perceive the social context as a characteristic of assessment authenticity, nor do they differentiate the several sub‐elements …