Asian Journal of Education and Social Studies

The secondary school entrance examination (Zhongkao) in China serves not only as a summative assessment of compulsory education but also as a key mechanism for senior high school selection. It plays a critical role in evaluating the effectiveness of mathematics instruction and assessing the development of students’ core competencies. Based on the seven dimensions and three proficiency levels of mathematical core competencies in the Mathematics Curriculum Standards for Compulsory Education (2022 Edition), this study developed a two‑dimensional framework of “competency dimension × competency level”. Using eight Zhongkao mathematics papers from Zhejiang and Shanghai (2022-2025) and the SEC alignment model, the study examined the alignment between the assessments and the curriculum standards regarding core competencies. Results show that Shanghai consistently achieves moderate alignment, while Zhejiang's alignment fluctuates considerably, reaching weak alignment in two of the four years studied. Both regions emphasize computational skills; Zhejiang also places strong emphasis on reasoning skills, forming a “dual‑core” feature, whereas Shanghai predominantly focuses on computational skills. Zhejiang overemphasizes knowledge transfer, while Shanghai lacks sufficient coverage of knowledge innovation. Based on these findings, three instructional implications are proposed: strengthening teaching‑learning‑assessment alignment, balancing competency development to address regional gaps, and improving assessment design to better align with curriculum standards.