This paper attempts to investigate the impact of different assessment methods on the student achievements of English Fundamental course in the context of blended learning implementation. In order to understand the certain impact level of a single assessment method on learners' achievement as well as the different effect that each method have on that achievement, the data on learning result of the whole English level was collected and gathered in every single semester. A correlation among certain variables including pass rate, fail rate and ineligibility rate is recorded, and the preliminary change, though minor, is marked. As the finding suggests, the pass rate in each academic semester not only is based on the assessment method selected to implement but also depends on other criteria such as the number of new enrollment and the fail rate from the previous semester. It can also be indicated that in order to achieve high pass rate among students in a blended learning setting, it is not only boost learner's autonomy, but also requires effort to improve learners' technology acceptance level. © 2020 ACM.