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Authentic assessment tasks enhance engagement, retention and the aspirations of students. This paper explores the discipline-generic features of authentic assessment, which reflect what students need to achieve in the real world. Some assessment tasks are more authentic than others and this paper designs a proposed framework supported by the literature that aids unit coordinators to determine the level of authenticity of an assessment task. The framework is applied to three summative assessmentdoi:10.5204/jld.v4i2.72 fatcat:uszddxcx7fbphgtxk3ztbl4n7y