ABSTRACT
This chapter examines English language learning assessment practices in relation to transnationalism in tertiary schools in Central Philippines. The data emerged from the following sources: a survey, a focus group discussion, interviews of some education officials, and documentary analysis and synthesis. The results revealed that language learning assessment in the tertiary schools in Central Philippines predominantly centered on modular learning assessment modalities. It was also found that the concept of transnationalism is not yet fully assimilated in the tertiary level schools' language learning assessment. The chapter concludes with some reflections and concluding remarks.
