Abstract
Formative assessments have been developed to give students practice with simple mathematical manipulations necessary in physical chemistry. A series of computer programs has been used to generate large pools of questions to accompany a core undergraduate physical chemistry module. In each assessment the questions are graded to increase the cognitive load gradually and feedback is tailored to each individual response. Furthermore, the assessments are arranged in a “ daisy chain ” to ensure that one is completed before the next may be attempted. The difference in terminal examination results between cohorts prior and post intervention is presented. There appears to have been a positive effect on the examination performance of the post intervention students.
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