ABSTRACT
Creating cumulative learning opportunities is a key challenge in all physical sciences. This is particularly the case for introductory university modules that are mandatory for enrolment in more specialized courses. Students are expected to accumulate a foundational base of knowledge, and build on and apply this knowledge to different contexts in later courses. Since assessment is a core learning opportunity, it is important to consider the roles it can play in addressing this challenge. This chapter provides an example of how LCT can be used to evaluate and inform the quality of assessments. Using the example of a chemistry assessment in an introductory course offered to first-year health science students, we draw on LCT concepts of ‘semantic gravity’ and ‘semantic density’ to show how the ability to shift between abstract and highly-condensed meanings and relatively context-dependent meanings in student assessments is indicative of cumulative knowledge-building. Furthermore, analysis reveals how some assessments are not well suited to produce these learning outcomes. As such, the chapter provides insights into how LCT can inform the design of assessments in order to encourage the development of cumulative learning in similar contexts.
