As a core general education course in higher education, College English plays a crucial role in implementing the “student-centered” educational philosophy and cultivating practically competent and application-oriented talents. Guided by The Guidelines on College English Teaching (2020 Edition) and integrating Professor Wen Qiufang’s theory of Teacher–Student Collaborative Assessment (TSCA) within the framework of the Production-Oriented Approach (POA), this paper addresses several persistent issues in current College English teaching, such as one-way knowledge transmission, the imbalance between input and output, insufficient integration of ideological and political education, and the monotony of evaluation systems. Based on these challenges, the paper constructs a College English teaching model that combines reading and writing and promotes learning through assessment. The model integrates process writing pedagogy and TSCA into a closed-loop design that includes a detailed review of typical samples before class, collaborative assessment during class, and peer review and reflection after class. Ideological and political elements are also embedded throughout, supported by digital teaching tools that enable dynamic tracking and multi-dimensional evaluation across the learning process. The practice results show that this model effectively stimulates students’ motivation to learn English, enhances their ability to use the language in practice, and improves their intercultural competence. Furthermore, it provides a practical reference for the integration of ideological and political education into College English and for broader teaching reform under the framework of “New Liberal Arts.”