Abstract: Education in public and private schools and higher education institutions is experiencing by beginning of the 21st century accelerating methodical changes from massive residential to online, blended, and wireless schooling. Assessment on another hand, while is seen the backbone of educational systems and the steering mechanism of classroom education, is generally lacking the practice of diagnostic needs and formative assessments. Blended schooling (BS) needs generally a compatible systemic approach for delivering curricula, instruction and learning in more rational focusing manners to mentor students towards achievement ends. The systemic assessment methodology in this article for measuring blended achievement in transnational schools as collaborative learning communities is aimed to serve above ultimate reforming purposes.