<![CDATA[Purpose: This study investigates the implementation of authentic assessment to evaluate multidimensional science understanding among lower-grade elementary students within a project-based nature school framework. Method: Employing a qualitative exploratory case study design over one semester at Sekolah Alam Tumbuh Kembang, Jakarta, the study examined 90 students across Grades 1–3, four science teachers, and two school administrators. Data were collected via participant observations, semi-structured interviews, and student project portfolios focusing on plant life cycles, ecosystems, and weather phenomena. Instruments underwent expert validation, and qualitative data were analyzed using thematic analysis. Findings: Authentic assessment effectively captured procedural skills, real-world conceptual application, and problem-solving abilities, significantly outperforming conventional recall-based testing. Project-Based Learning (PBL) provided a contextual platform that facilitated holistic evaluation while deepening students' scientific competence. Practical implications: This research provides educators and curriculum developers with an adaptable, rubric-based evaluation framework to assess early childhood science through experiential, inquiry-based learning rather than rote memorization. Originality/value: The study bridges a critical gap in literature by offering an empirical model that harmonizes authentic assessment practices with nature-based pedagogy for early childhood science education.]]>
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