Authentic assessments ask students to complete tasks that closely reflect real-world work in their trade. Instead of answering generic questions or recalling definitions, students apply their knowledge in meaningful, hands-on ways—such as creating a tool checklist, developing a safety plan, or performing a task relevant to their training environment.

Because these tasks mirror actual workplace situations, they are more engaging and support academic honesty. Responses are typically practical, personalised, and demonstrate the learner’s own understanding and skills.

For example, in a hospitality class, rather than completing a worksheet on hygiene rules, students might be asked to explain and demonstrate the correct procedure for sanitising shared kitchen tools. They would be expected to refer to the cleaning standards introduced in class, list each step in the correct order (e.g., rinse, wash, sanitise, air dry), identify common mistakes or safety risks, and explain why each step is essential for food safety. This kind of task not only reinforces workplace procedures but also requires learners to think critically and apply what they have learned—making it much less likely that they will rely on copied or generic answers.

To explore this approach further, take a moment now to read the short guide from Western Sydney University: Designing for Authentic Assessment. It offers practical strategies for designing assessment tasks that are relevant, learner-centred, and aligned with real work. As you read, consider how one of your own assessments could be adapted to provide a more authentic and engaging learning experience for your students.

In real-world trade settings, tasks rarely happen all at once — they unfold in stages. Workers plan, test, adapt, and build over time. Project-based assessments reflect this process by asking students to complete a meaningful task across several steps. These assessments are not just about the final product, but also about how students get there — how they organise their work, make decisions, and reflect on what they’ve done.

One of the strengths of project-based learning is that it creates space for deeper thinking and real application. Students are encouraged to take ownership, use their judgment, and connect what they’ve learned to actual work environments. This makes the learning more personal — and naturally helps discourage dishonesty, since the work is unique to each learner’s effort and process.

Take this example: instead of testing carpentry students on safety rules or machine functions in isolation, you could ask them to design and shape a small wooden item using a lathe machine. The project could begin with planning: students sketch their design (e.g., a rounded table leg or a tool handle), label key safety considerations, and select appropriate materials. Over the next few lessons, they would practice using the lathe under supervision, shape the wood in stages, and reflect on the challenges they faced during turning, shaping, or sanding. To promote original thinking, you could include short reflection prompts such as: “What adjustments did you make during shaping?” or “What would you do differently next time to improve precision or finish?” These steps make it clear whether a student has gone through the process themselves, and help connect classroom learning to real trade practice.

Now read the Boston University Project-Based Learning: Teaching Guide, which outlines practical ways to structure projects in your classroom. The guide offers examples and strategies that are flexible and easy to adapt. As you read, reflect on how even a simple task could become a multi-step project that better supports your students’ learning and integrity.

Not all assessments need to be large-scale projects or hands-on demonstrations. Even short tasks can promote integrity and deeper learning if they’re designed thoughtfully, aligned with institutional integrity policies. The following strategies can be used to strengthen any type of assessment — whether it’s a worksheet, quiz, oral task, or written assignment.

• Use reflection prompts: Add a short question asking students to explain part of their thinking or process. This helps confirm the work is their own and deepens learning. Example: “What challenge did you face when using the lathe, and how did you solve it?”
• Design contexualised tasks: Design questions that draw on the student’s training environment or experiences. Example: “Describe two safety hazards in your hospitality kitchen and how you mitigated them.”
• Include oral follow-ups: After submission, ask students to explain a part of their work. This deepens understanding by encouraging students to articulate and apply trade skills. It is also effective where plagiarism detection tools aren’t available.
• Provide marking rubrics: Provide students with marking rubrics before the task so students know what’s expected. A clear rubric helps students understand expectations and gives teachers a basis for feedback.
• Ask students to submit drafts or show progress: Break an assessment into smaller stages (e.g., plan, draft, final) to support learning and make it easier to detect inconsistencies that may indicate academic dishonesty.
• Avoid generic, copyable tasks: Instead of asking for definitions or internet-based research summaries, ask students to apply concepts to their context or explain a trade process in their own words.

Together, these strategies can make any assessment more transparent, personalised, and integrity-based. You don’t need to use them all at once—start with one or two and adapt based on your students and teaching context.