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.