The teaching and learning processes are continuously marked by social and theoretical changes, entailing the learners’ and the teaching staff’s interest in authentic learning and assessment. As far as dialogic interactions are concerned, they play a key role in indicating and promoting interactions, high-level thinking and intellectual development. This is triggered by their ability to engage learners and the members of the teaching staff in a wide approach to assessment, incorporating various assessment techniques and tools, encouraging the beneficiaries of the teaching process to use their knowledge and skills in real-world situations. Therefore, this paper is focused on the analysis of the ways students learn how to use their competencies when performing authentic tasks and projects, especially in art education.