Journal of English Education and Teaching (JEET) e-ISSN: 2622-5867 p-ISSN: 2685-743x Volume 5 number 4, 2021 Page 504-513 504 Students’ Perspective on Project-Based Assessment in Writing Classroom Amalul Umam Universitas Ibn Khaldun amalul.umam@uika-bogor.ac.id Tiwi Handini Universitas Ibn Khaldun tiwihandini11@gmail.com Corresponding email: amalul.umam@uika-bogor.ac.id Abstract Project based assessment is one of the techniques that are suggested to be used by ELT Practitioners due to its effectiveness. Its implications in EFL classrooms have been studied by many scholars. Little is done in the perspective of the students’ point of view. This study aimed to examine students' perspectives at the university level regarding project-based assessment in a writing class. The study is framed under qualitative approach in which interviews and documentation are used as data collections. The interview is done individually, and the data collected from interview has been re-cross checked to the participants to make sure that all of the data are valid. This research is conducted at one of universities in Bogor city. Participants in the study consist of eight female students who have experienced in having project- based assessment during their study. The participants were selected based on their voluntary wills in contributing in the study. The findings show that some students' reveal that project-based assessment is not easy to do. It is said that project-based assessment can add experience in terms of writing, even though it takes a long time to complete. There are some benefits of project-based assessment, honing writing skills, enabling students in selecting information, and solving problems faced by students. Keywords: Project-Based assessment, students' perspective, writing as assessment. Introduction In Indonesia, writing is one of the complicated skills for students at the level of education, ranging from low to high, as stated by Murtadho (2021). Levy (1995) also said that writing is a tricky activity and has many procedures, so not many students are reluctant to do it. By looking at the phenomenon, writing activities need to be taught as best as possible or even maximized, as Murtadho (2021) expressed, who proposed that writing is critical in developing and channeling ideas that want to convey verbally.