The challenge of supporting the development of meaningful learning is prevalent in chemistry education research. One of the core activities used in the learning process is assessments. The aim of this paper is to illustrate how the semantics dimension of Legitimation Code Theory can be a helpful tool to critique the quality of assessments and reveal how this quality potentially contributes to meaningful learning. For this purpose we analysed an exam paper from an introductory chemistry module, using the semantics dimension as a framework. We discuss the tools that were designed for this analysis and how it was applied to reveal the weakness in this particular assessment. Suggestions for how this assessment can be improved is also discussed. This study illustrates how the semantics dimension can inform assessment practice and potentially contribute to the development of meaningful learning.

中文翻译：

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评估：追求有意义的学习

支持有意义学习的发展的挑战在化学教育研究中十分普遍。学习过程中使用的核心活动之一是评估。本文的目的是说明合法性代码理论的语义维度如何成为批评评估质量的有用工具，并揭示该质量如何潜在地促进有意义的学习。为此，我们使用语义维度作为框架来分析化学入门模块中的试卷。我们讨论了用于此分析的工具，以及如何应用该工具来揭示此特定评估中的弱点。还讨论了如何改进此评估的建议。