Since assessment is an indispensable part of education, curriculum makers, educators and teachers have engaged in an ongoing discussion of how to address student performance. A variety of assessments including both short-term and long-term ones can be applied during or at the end of the learning process. Among such types, authentic assessment is a prominent approach. This paper is going to advocate authentic assessments as it fosters students' growth and teachers' pedagogical strategies. In addition, it helps to reach the goals of educational practices through the authenticity of equity and innovation when students actively seek their own ways to appreciate what they have learnt. Particularly, in a writing skills class, learners can take this opportunity to improve step by step their own proficiency in the use of written words. The paper, hence, discusses how authentic assessment can be applied to develop college students' writing through classroom observation and a set of semi-structured interviews. The result of the study revealed that using authentic assessment is an effective strategy for enhancing students’ interest in writing process and writing task fulfillment. Students would find it easier to become skillful writers at their English levels. The study, therefore, recommends more uses of authentic assessment in teaching writing skills as well as in teaching and learning the English language in general
