Students’ Perspectives on Authentic Assessment: An Experiential Learning Framework for Work-Readiness and Employability

Background: Universities are increasingly pressured to enhance graduate employability by embedding career readiness into curricula. Authentic, industry-based assessments offer a means to link theory with practice, yet little is known about their impact from the student perspective. Purpose: This study explored how an industry-based authentic assessment supports students’ transition to work through the lens of Experiential Learning Theory (ELT). Method: Using a qualitative design, guided-introspection questionnaires were completed by 20 marketing graduates 2 years after completing an industry-based social marketing project. Directed content analysis identified themes aligned with ELT stages and mechanisms of confidence, networks, and professional enculturation. Findings: Authentic assessments accelerate movement through ELT stages, building self-efficacy, professional identity, and social capital. Implications: The study proposes a conceptual “transition framework” showing how authentic, industry-based assessments transcend knowledge-building to develop confident, industry-ready graduates. By embedding these assessments within a scaffolded curriculum, universities can strengthen learning integrity and enhance employability outcomes.