The need to move away from traditional assessments, as well as the need to contextualize assessment with interesting, real-life, and authentic tasks, should be considered as a crucial element in 21st-century education. This need has become more evident during the COVID-19 pandemic, and even more so with the emergence of generative AI models such as ChatGPT. Authentic assessment holds the potential to do so, even though not a lot of emphasis has been placed on it during the last two decades. This study therefore examined (a) teachers’ beliefs about authentic assessment, (b) their self-efficacy in designing authentic tasks, and (c) their intention to adopt these practices after completing a graduate-level classroom-assessment course through a mixed-methods design.