What counts as expert knowledge, and what is expected from knowledgeable practitioners are subject to continual change in professional fields. Consequently, professional education programmes are often challenged to ascertain their capacities to prepare “job-ready” graduates for such changing professional knowledge work. However, what is the nature of these changes and how they get incorporated into teaching and learning practices in university courses are rarely examined, so teachers running courses for professional education get little guidance about how it can be more clearly conceptualised, and done better. Our study focussed on “epistemic shifts” – observable changes in professional fields that bear on how professionals are expected to work with knowledge. We aimed to understand how recent epistemic shifts in specific professional fields were instantiated in assessment tasks in professional courses. We focussed on assessment tasks as these tasks give insights not only into what and how students learn, but also into what counts as “job-ready” graduates. Our detailed case studies came from five courses – in pharmacy, nursing, social work, school counselling and education. Our results show that the epistemic shifts varied in their transformative scale and in the ways they became incorporated in assessment tasks: from implicit incorporation of an ongoing flow of small shifts into established professional tasks, to introduction of new professional epistemic practices. The analytical framework we have constructed helps depict what is actually changing in students’ epistemic practices when assessment tasks are redesigned and what kinds of new epistemic capabilities students will consequently develop.