Authentic assessment is often positioned as an educational panacea, invoked in response to a broad range of complex problems. This paper considers authentic assessment in relation to three key challenges: preparing graduates for the future, cheating, and inclusion. Despite literature supporting its potential benefits, there is limited evidence on the relationship between authentic assessment and these challenges. Through an uncritical blending of authenticity with broader educational goals, the label 'authentic assessment' risks becoming a distraction or a thought-terminating cliché, impeding deeper conversation and interrogation. We argue that authenticity should be considered as a set of aspirational principles within a broader pedagogical framework. Authenticity in assessment requires thoughtful and contextualised design, and the negotiation of trade-offs with other educational goals. The concept of authenticity, if used judiciously, can foster critical conversations and meaningful interrogation of educational practices, rather than serving as an oversimplified solution to complex problems.