This study aims to analyze the alignment between Physics National Volume I test questions and physics curriculum standards as well as establishing a method of evaluating college entrance examination physics test questions using the Evaluation-Surveys of Enacted Curriculum (E-SEC) model. Firstly, Physics National Volume I from 2011 to 2020 was analyzed using the E-SEC model and compared with the physics curriculum standard (2003 and 2017 edition) to calculate the Porter alignment index separately and identify problems. Secondly, the evaluation indexes of test questions were established through the Delphi method, and based on the scoring of the importance of the indexes by education and teaching experts, the Kendall coefficient was applied to test the consistency of the indexes. Then the final evaluation indexes were determined through the single-sample t-test. Finally, 112 high school physics teachers from different regions were selected as the research sample. Data were generated from the questionnaire on teachers' perceptions on college entrance examination physics tests determined by the evaluation index. After collecting the data, descriptive statistical methods were used to analyze. It was found that there is no statistically significant alignment between physics National Volume I and physics curriculum standard. In addition, teachers scored higher on academic achievement (M = 1.906, SD = 0.429) than other dimensions. The findings of this study can be used to compare the alignment between different countries' science curriculum standards and standardized tests, and can provide insights into the improvement of science education from an international perspective.