Abstract
In Pakistan, the curriculum was revised in 2005-06 to establish a standard based setup and this curriculum was adopted for secondary classes from 2012. The alignment between standards and assessments is must feature of any standard-based educational program. A descriptive study was conducted to judge the alignment between secondary level National Curriculum of Mathematics standards and corresponding assessments made in the province of the Punjab, Pakistan. During this study, it was identified that there are some weaknesses in the National Curriculum of Mathematics and the corresponding assessments that challenge the process of alignment. The purpose of this paper is to give an account of those weaknesses to facilitate the process of standard-assessment alignment. It was identified that the National Curriculum of Mathematics for secondary classes lacks coherence as the same students learning outcomes (SLOs) were listed within and across different grades; for 21 SLOs no benchmark was designed. Majority of items in assessments was found assessing SLOs of lower grades instead of secondary classes.