ABSTRACT
The purpose of this study is to present a comprehensive picture of current trends and future directions for English language assessment practices in transnational higher education settings. The chapter critically reviewed 50 studies in refereed journals, conference proceedings, and book chapters published during the period of 2000–2021 in relation to three general claims: (1) assessment methods adopted in transnational higher education contexts have an impact on teaching and learning; (2) learning environments and contextual factors influence student learning and effectiveness of assessment in higher education settings; and (3) modes of assessment in higher education settings should consider formative, continuous, and summative assessment as well as self- and peer-assessment practices in blended and online modalities. Conclusions drawn from the analysis of the data are used to make recommendations for future directions in research and assessment practices in the transnational world. The study's implications are discussed in terms of research and practice, which will be of use to English language educators and institutional administrators who are engaged in English language education in the transnational world in areas such as assessment literacy.
