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Mathematics and science education in coastal areas pose unique challenges that require appropriate teaching approaches. Project-Based Learning (PjBL) has emerged as a learning model that can enhance student engagement and the application of concepts in real-world contexts. Therefore, this research aims to conduct a needs analysis for the development of PjBL-based assessment instruments for mathematics and science education students in coastal areas. This needs analysis research was an early stage of development research consisting of stages 1) analysis, 2) design, and 3) development. This descriptive study used a questionnaire technique to collect data in the form of lecturer responses to the PjBL assessment instrument needs. Data analysis was carried out using simple statistics, namely percentages and also qualitatively. Based on the research results, it was found that lecturers still had difficulties in developing PjBL assessments. Difficulties felt by lecturers were difficulties in preparing the PjBL stages, determining descriptions of the assessment rubrics, details of project implementation by off-campus students, conformity of assessments with projects made, determining criteria/aspects and scores. All lecturers agree/strongly agree that the development of assessment instruments in PjBL is carried out for Mathematics Education, Chemistry Education and Biology Education.