How writing teachers conduct their assessment is an important but under-researched topic in the field of language assessment. By partly adopting Cheng et al.'s (2004) survey, this mail survey study aims to fill this gap by examining how tertiary-level EFL writing teachers assess their students in basic English writing classes in Taiwan. The results indicate that the most frequently used method was "paragraph writing" (84%), followed by "editing a piece of writing such as a sentence or a paragraph" (64%), "essay writing" (40%), and "peer assessment" (36%). Teachers were also found to use an eclectic mix of methods when assessing their students, and large-scale projects such as student portfolios were used by about a quarter of the participants. The results of this study offer a glimpse into teachers' classroom assessment methods for entry-level EFL writing courses. It is hoped that more research efforts would be carried out to further our understanding of teachers' assessment methods.