This article troubles a pervasive concept within higher education studies: authentic assessment. Authentic assessment is well-established within higher education, and yet its common usage leaves it limited in possibility. Often understood as a practice focused on tasks, where assessments represent a 'reality' beyond universities, authentic assessment praxis has missed engaging with wider literature exploring authenticity as an emergent quality connected with being and becoming. In this article, I first consider the utility of concepts in education, and then spotlight a change in how authentic assessment is being understood. I then move to explore how "relational pedagogies" might offer further insights into how assessment can be conceptualised and enacted, sketching shapes for thinking differently about "authenticity in assessment." Extending the exciting conversation that is redirecting praxis, I argue that thinking with theory can help us think and enact assessment in a more meaningful mode, where assessment becomes a relational, ethical, act.