The primary purpose was to investigate the process of practice for small-group portfolio assessment. Action research was employed to a class of 6th graders in Jia Jia Elementary School, a 11-week Tee ball program was conducted. This practice began with the finding of teaching problems, identification of information, and development of action strategies. Small-group portfolio assessment would be integrated into teaching, while continuous reflection and revision were carried out throughout the process. The research finfings were: small-group portfolio assessment could help students demonstrate their reflection competence. Teachers could also evaluate students’ performance from multiple perspectives. In terms of cognition, students’ understanding of the movement, rules, and tactics of Tee ball game could be enhanced via reflection of learning process. Skills were also improved. The assessment also helped to promote team-work bondage. Students enjoyed the game and the popularity of sports was increased among students. In brief, students, teachers, and parents considered that the implementation of small-group portfolio assessment was helpful to students’ learning, and could enhance the interaction and communication among parents, teachers, and students.