The shift to an online learning environment during the Covid-19 outbreak has not been conducive enough for either active learning or fair assessment procedures that yield valid results. Accordingly, this research paper aims to investigate the extent to which Authentic Project-Based Learning engages students and hence provides a valid assessment of students’ genuine performance and proficiency during online learning in EFL communication and Intensive English courses. Using a mixed-methods design, the researchers employed the self-completion questionnaires and focus group interviews to collect their data from their 100-purposively –selected participants. The findings showed promising results in terms of engaging students in the learning process, curbing online cheating, and ensuring reliable and valid assessments of students’ performance. These results are significant in providing a pedagogical approach to be adopted by EFL educators during and after the pandemic.