Project-Based Final Examination (PjBFE) has been increasingly implemented in higher education as an alternative assessment method to evaluate students’ learning outcomes through authentic and project-based tasks. Understanding students’ perceptions of its implementation is important for evaluating the effectiveness of this assessment approach. Therefore, this study aimed to identify students’ perceptions of the implementation of Project-Based Final Examination in the English Education Study Program at Indo Global Mandiri University. This study employed a quantitative descriptive survey design. The participants consisted of 110 undergraduate students from the English Education Study Program selected using the total sampling technique. Data were collected through a structured questionnaire consisting of 18 items measured using a five-point Likert scale. The data were analyzed using descriptive statistics, including mean and standard deviation with the assistance of SPSS version 22. The findings revealed that students had positive perceptions of the implementation of Project-Based Final Examination, with an overall mean score of 3.96 (SD = 0.746), which was categorized as High/Positive. Among the seven indicators, Social Interaction obtained the highest mean score (M = 4.14), while Satisfaction obtained the lowest mean score (M = 3.75). Nevertheless, both indicators remained in the High/Positive category. In conclusion, Project-Based Final Examination was perceived as an effective and meaningful assessment method that supports students’ understanding, motivation, collaboration, and academic skills despite the challenges encountered during its implementation.

Keywords: students' perceptions, project-based final examination, assessment, English education, quantitative study.