The employability of psychology graduates is not only related to the content of the degree, what one might call the "hard" measures, but is also underscored by the intellectual and personal development afforded by studying psychology, the "soft" measures. Employers need to know that psychology graduates have something to contribute to their business and the only way they can know this is if teachers give them the appropriate data. This author believes that teachers can achieve this by employing a variety of assessments and devising them so they are more "authentic." In order to design authentic assessments, teachers need to reflect upon their core beliefs about their subject. MacAndrew argues that teachers should shift focus and examine the transformational effects upon an individual who has studied psychology. She also argues that appropriate assessment can better meet the needs of employers. MacAndrew's research (2008) shows that when students undertake authentic assessments they appreciate that the assignments require a greater level of understanding than that required by essays and examinations. Importantly, they report that the demands of the task identify for them what it means to be a psychology graduate. Finally, such assessments help the students to better see the relevance of their subject to their future career. (Contains 1 footnote.)