In this paper, we examine the limitations of online course delivery and management systems in terms of their ability to support authentic assessment. Online courses are often criticized for their emphasis on reproductive learning. We argue that the ability to effectively assess complex learning outcomes is limited by the lack of assessment affordances in the popular course delivery and management systems. Because popular online course delivery and management systems do not support authentic forms of assessment the range of student learning outcomes is restricted to reproductive learning. Attempts to work around these limitations over-rely on student self-regulation, resulting in student frustrations and negative student perceptions of the learning experience.