This descriptive-correlational research aimed to determine the relationship between the profile of the respondents and their capability in applying differentiated assessment strategies in the distance learning modality among the 42 teachers during the school year 2021-2022. Purposive sampling technique was utilized to determine the number of teachers who participated in the study. Instrument employed was the researcher-made questionnaire. The teachers in this study recognized the importance of differentiated assessment strategies. They found it useful in their class and so they regularly utilized it which was timely, relevant and appropriate in the new normal set up of education. The utilization of differentiated assessment strategies in class provided opportunity for them to authentically assess their students. Teachers are skillful and competent when it comes to designing and implementing a variety of assessment strategies. The difficulties encountered by teachers in applying differentiated assessment strategies emerged from the engagement and interaction from the learners and is not solely related to the extent of utilization of these assessment strategies. The challenges faced by teachers in applying differentiated assessment strategies was independent from their capabilities. Their capabilities in designing and implementing assessment strategies were product of their trainings and technical assistance from their school heads. The capabilities and expertise of teachers in applying differentiated assessment strategies was not dependent upon their utilization of said assessment strategies. Expertise in assessment results from their regular trainings and mentoring from school heads and is not directly linked with their extent of utilization.