For years, the conceptual framework for English as a second or foreign language (ESUEFL} instruction has shifted toward more learner-centered communicative approaches. Many teachers have also incorporated the idea of process-oriented learning into their teaching. As a result, standardized assessment was simply not adequate to fully address student achievement, and alternative forms of assessment became essential. This paper discusses different issues relating to an alternative form of assessment-portfolio assessment-including its definition, design, data collection, data analysis, and data application. The objective is to show that portfolio assessment is an appropriate form of assessment in classes with different focuses.