Teachers' task demands, students' test expectations, and actual test content.

Background: Previous studies on instructional importance show that individual students and their teachers differ in the topics that they consider important in the context of an upcoming teacher-made test.

Aims: This study aimed to examine whether such differences between students' test expectations and teachers' intended task demands can be explained by the actual test content.

Samples: Participants were history teachers (N=19) and their 11th-grade students (N=388).