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This research was aimed at analyzing the effect of Project Based Learning model (PjBL) and performance assessment on students- critical thinking ability, scientific attitude, and self-efficacy. This research used a quasi-experiment with the post-test only control group design. The research population consisted of all nine grade students of SMP Negeri 1 Singaraja in the academic year 2017/2018 with the total of 269 students. The sample was selected from the existing classes by random sampling technique. The research instruments were critical thinking ability test, scientific attitude questionnaire, and student-s self-efficacy. Before they were used, their validity and reliability were tested first and it turned out that the tests have high reliability coefficients. The sample (N=60) was obtained by lottery and the members were assigned to the experiment class (30 students) and the control class (30 students). The data were analyzed descriptively and to test the hypothesis the research used MANOVA at α = 0.05. The results showed that simultaneously, students- critical thinking ability, scientific attitude, and self-efficacy of the students who learned through PBjL and authentic assessment differ significantly from those of the students who learned through PBjL and conventional assessment (F=10.79; p<0.05). The group of students who learned through PjBL and authentic assessment had a higher mean score than the group of students who learned through PBjl and conventional assessment. In other words, authentic assessment is effective in enhancing critical thinking ability, scientific attitude, and self-efficacy in science teaching.