The chapter aimed to investigate the effect of using training and reflective e-portfolios, as two constructivist assessment tools, with respect to two types of feedback delivered by the assessor on EFL learners’ writing ability and autonomy. During a three-month course, 68 intermediate English learners in three groups were assigned to write eight writing assignments. Unlike the control group, the two experimental groups were requested to make an e-portfolio on the school portal to keep their first writing drafts, final corrected drafts, instructional goals, and a writing scoring scheme. The first experimental group received explicit feedback individually from the teacher and emailed the corrected draft back. The second group was sent a list of all the students’ major errors by the teacher without naming the learners and through self-reflection, they redrafted and sent back their assignments. A writing task and language learner autonomy scale were administered as pre- and post-tests. The results of data analysis revealed that both treatments significantly outperformed those of the control group in terms of their writing performance and autonomy, although the results of cross-comparison between groups indicated no statistical difference between treatment groups. Despite the limitations, the findings are valuable in light of reaffirming the significance of using e-portfolio assessment, as an authentic assessment, captures both process and product, integrates assessment and instruction with learning, and boosts learner autonomy.