<![CDATA[This study aims to analyze the relationship between portfolio assessment and the mastery of Arabic writing skills among eighth-grade students at MTsS Ma'had Al-Zaytun, both overall and in terms of the aspects of morphology, syntax, and semantics. The study is motivated by the importance of portfolio assessment as a form of authentic assessment that systematically documents students' learning processes and outcomes, thereby having the potential to support the development of Arabic writing skills. This study employed a quantitative approach with a correlational research design. The population consisted of all eighth-grade students at MTsS Ma'had Al-Zaytun, with a sample of 83 students. Data were collected through documentation of portfolio assessment scores as the independent variable and an Arabic writing skills test as the dependent variable. The test instrument met the criteria of validity and reliability. Data were analyzed using Kendall's tau-b correlation test with the assistance of IBM SPSS Statistics 29.0. The results indicate that there is no significant relationship between portfolio assessment and students' mastery of Arabic writing skills. Similar findings were obtained for the aspects of morphology, syntax, and semantics, with all significance values exceeding the 0.05 significance level. Although the direction of the correlation was positive, the correlation coefficients, which were close to zero, indicate that the strength of the relationship falls within the very weak category. Therefore, the portfolio assessment implemented in this study did not demonstrate a statistically significant relationship with students' mastery of Arabic writing skills. These findings suggest that factors other than portfolio assessment may contribute more substantially to students' mastery of Arabic writing skills.]]>
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