Curriculum alignment refers to the links of coherence that exist in any teaching-learning process between curriculum objectives, learning tasks and assessment processes. This model makes it possible to understand the coherence of any assessment process. By mobilizing data from collaborative research with eight high school mathematics and French teachers, however, we will show that its meaning is limited when it comes to understanding this coherence captured in graded summative assessment practices, and that the model therefore needs to be conceptually expanded. To do this, we will use an example of a summative test modeled along these lines. Our results highlight the relevance of analyzing summative assessment practices using the expanded model, while considering the role that context plays in some of its specific dimensions.