In recent years, the lower secondary school curriculum in the Republic of Ireland has been subject to assessment-led reform, many elements of which, such as the increased focus on continuous school-based assessment, reflect those of similar initiatives introduced in other countries. This paper explores the extent to which this reformed approach is succeeding in meeting its aims, drawing on survey data from a representative sample (n = 471) of teachers who have been involved in its implementation over the past seven years. The findings suggest that the increased diversity of assessment approaches has given rise to a greater emphasis on skills, such as creativity and critical self-reflection, but concerns are raised regarding the authenticity with which these skills are being developed, and several practical and logistical difficulties associated with the new system are also noted. Implications for both local and international policy and practice are discussed.