Lehrpläne, Kerncurricula, Bildungspläne usw.

Nearly 10 years ago educational standards for chemistry were implemented in Germany. While the standards describe competencies to be reached after lower secondary school, no compulsory contents are defined. The contents are defined by the German states individually. To ensure content validity of test items, it is necessary to define common topics by an analysis of curricula. The results from such an analysis are presented in this article. The described process is an example for the alignment of tests with states’ content oriented curricula. The results give an insight into the variety of German curricula. Therefore, one can ask: Are there fundamental conceptual intersections between the curricula of different German states?