RE: Exemptions to STAR and other standardized testing

Here again I must point out the importance of definitions.  Ze've uses authentic ie subjective implying that it cannot be 'objective' or that the 'right answer' is what anyone wants it to be.  Granted there may be people that use authentic that way, but if you look at the research that has been done regarding authentic assessment - you find a different defintion.
Authentic is this sense if not subjective at all - a task is defined and a rubric is provided that notes the various levels of achievement from unsatisfactory, no credit, fails to met minimum standards to exemplary.  Each heading spells out for both teacher and student what that looks like - you find this in writing but it can be applied to any task.  I find this, as well as my students, useful feedback on the progress they are making.  It provides them with details on where they are as well as what it needs to be included to progress to exemplary.

The move to authentic tasks and assessments was in response to claims that students cannot perform (or remember) 'middle school math' for example at the end of high school.  The reason, too often, is that the facts and information students are taught are presented in isolation - they are not tied to real life situation/problems so that they can apply the facts and information to these issues.  Solving a problem demands more than facts and information, it demands an awareness of the context of the problem, the factors that contribute to the issue. In addition to making connections to subject matter, facts, and application, the student learns and values the skills and information because she/he sees that it is necessary.  Again the way its done (too often) in school is that we think skills and information must be drilled into their heads before we even think about application. 

The example you provided is not what I would consider an example of an authentic assessment.