Exploring the Alignment of Test Tasks with Curriculum Goals among Finnish 6th Graders

This study investigates the alignment of the written, official curricula and a national test of learning outcomes at the end of 6th grade of basic education in Finland. The research questions address (1) the alignment of content standards regarding categorical thematic concurrence, (2) the complexity of knowledge required for solving the item, and (3) the proficiency level needed for correct answers and attainment of the prescribed target levels. The test items were analysed against the thematic categories in the curricula, against the knowledge dimensions of the revised Bloom’s taxonomy, and by determining their CEFR levels through a standard-setting procedure. The results suggest that the curricular objectives of text interpretation skills were richly represented in the test items in reading and listening, while all the five objective domains were evenly covered by items measuring text production skills. Contrary to expectations about digital delivery, even interaction could be measured. The most frequent content areas were the student him/herself, family, friends, hobbies, and free time. For the alignment in terms of proficiency level, the task difficulty across the four skills was appropriate. Future prospects for designing digital test tasks in accordance with the communicative objectives found in the official curricula are discussed.