According to the findings, authentic assessment has two key strengths. First, these tools are customized to meet the needs of specific programs and students. The tasks and activities can reflect learning outcomes, curriculum, and/or course content, which means that instructors can use the test results for placement into classes or to develop individualized programs. The content can reflect the essential skills used in workplace environments, which means that instructors can use the test results to develop training programs for the individual learner. The tools can also be tailored to a student's cultural background, goals, and interests. Finally, the tools can be developed for special needs students, such as those with intellectual disabilities.

Second, the respondents emphasized that authentic assessments do not intimidate students who are returning to school. The tools are flexible instruments that allow the assessor and student to choose test items that are relevant to the student. Moreover, they are simple and easy to administer and interpret. The high level of flexibility, choice, and interaction between the assessor and the student creates a relaxed setting for the student. The informal nature of the assessment means that the students feel comfortable and are more "willing to take risks." Reducing the student's anxiety and alleviating the stress related to tests "increases the likelihood that the assessment accurately represents the students skills.

The respondents cited five main limitations with respect to the use of authentic assessment. First, these assessment tools provide general information about the student's capabilities, but do not provide a detailed assessment of the learner's abilities that would enable educators to "narrow down the specific areas the student needs to work on." Further to this, one respondent noted that authentic assessment "doesn't capture the actual source of learning problems. Rather, it tends to point at symptoms rather than underlying causes." For example, the assessment might reveal that the student has difficulties with comprehension, but might not unmask the source of these difficulties. Moreover, these assessments provide only a rough indication of performance level, making it difficult to use test results for placement purposes.