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In the context of regionalization and internationalization of higher education, quality assurance is considered an important passport to such efforts. Together with teaching and learning, assessment of learner’s learning is a complex issue, which receives a great deal of attention and triggers most research concerning innovations in higher education. In this regard, a clearer understanding of current assessment models among the stakeholders of higher education, especially at the faculty level in Vietnamese higher education institutions (HEIs), will help middle academic administrators better prepare their program for integration efforts. This paper aims to (i) give an overview of current assessment models applicable to the teaching and learning at HEIs, (ii) briefly describe some common practices related to how students’ learning is assessed at the faculties or department (hereafter referred to as departments) of foreign languages, say English in this study, of some selected Vietnamese HEIs, and (iii) identify major implications and suggestions for regional integration among those institutions from the perspective of learning assessment. The paper identified four major findings in light of learning assessment theories applicable to the context of Vietnam.