In the age of information technology, single college English classroom teaching for non-English majors can no longer meet the high demand and personalized needs of students for foreign language learning. As a supplement to the shortcomings of the single mode, blended teaching promotes the development of college English courses. English writing is an important output skill cultivated in college Eng_x005flish courses. And in the age of informationization, college English writing teaching relies on the support of information technology.In order to cope with the solution of this dilemma, Production-Oriented Approach(POA) proposes Teacher-Student Collaborative Assessment (TSCA), which creates a new form of assessment. Through TSCA, teachers can not only alleviate the heavy teaching load, but also fully tap the network resources to efficiently use students’ time before, during and after class to maximize and optimize the teaching effect. In this paper, the teaching concept of TSCA is used to conduct writing teaching experiments, to study and analyze the writing self-efficacy of students who write effectively, so as to provide insights for the practice of English writing teaching.