Analysing assessments in introductory physics using semantic gravity: refocussing on core concepts and context-dependence

ABSTRACT

The development of learning practices that enable students to transfer knowledge across contexts, is a dominant topic in Physics Education Research. Assessment is a key activity in the learning process. The purpose of this paper is to illustrate the value of analysing introductory physics assessments using the Semantics dimension of Legitimation Code Theory. We discuss the tools used to analyse the test and exam question papers of two consecutive calculus-based introductory physics modules. An analysis of past question papers over 5 years revealed various weaknesses. The outcomes of an intervention based on critical self-evaluation of question papers, using the same tools, are presented. The results indicate that the intervention increased focus on core concepts and context and supported learning that enables transfer. We argue that the use of semantic gravity to analyse assessments is a useful starting point for change in educational practices in order to support transfer.

KEYWORDS:

• Assessment
• moderation
• Legitimation Code Theory
• Semantics dimension
• introductory physics

Disclosure statement

No potential conflict of interest was reported by the authors.

Data availability statement

The data that support the findings of this study are available on request from the corresponding author subject to institutional permission. The data are not publicly available due to restrictions of institutional rules and privacy protection principles.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This research has been funded as part of a grant from the Fund for Innovation and Research into Learning and Teaching (FIRLT) of Stellenbosch University.