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Curriculum and its associated assessment are at the heart of educational systems worldwide. In light of perceived national educational stagnation or decline, as well as of performance in international league tables such as Programme for International Student Assessment (PISA), countries have embarked on curriculum and assessment reforms. This is particularly true in England, where currently wholesale changes are being introduced throughout the system. The curriculum and qualification system in England privileges that which is tested over any other expression of knowledge, which leads teachers to concentrate on teaching what is assessed, either externally through examination papers or internally through coursework. In the summer of 2012, following curriculum and assessment reforms to General Certificate of Secondary Education (GCSE) qualifications, serious concerns were raised about the marking and awarding processes for GCSE English, culminating in legal action. Using that experience as an example of assessment policy and practice gone awry, this article explores the ramifications of rapid qualifications changes and posits that some of the problems that plagued GCSE English in 2012 could be repeated, albeit in different guises, after revised qualifications are introduced in 2015. [ABSTRACT FROM AUTHOR]