This paper analyzes aspects of the assessment reform that started in 2003 in the Philippines by evaluating its policy and its implementation. Documents from the Department of Education pertaining to the reform were reviewed to trace the alignment of pedagogy, assessment, and proficiency in English. In addition, focus group discussions and interviews were also conducted to see how English teachers in rural and urban public secondary schools interpreted the changes mandated to them by the Department of Education. Data collection started in 2003 up to 2007. The study uncovered some factors that might have led to the limited implementation of the assessment reform by the participants in the study.