Retrieval Practice Quizzes - CK Chemistry

These quizzes can be used in class, as homework or for self-study. They are aimed at Year 12 and Year 13 students taking any A Level chemistry course – the number of the quiz approximates to the week in the school year. Therefore, don’t take Year 12 quiz 10 if you are only at the start of Year 12! Of course Year 13 students can take any Year 12 quiz – and should! Answers are provided at the end of each quiz.

How to use retrieval practice quizzes in your A level chemistry revision

Yes! Many schools choose to test at the end of Year 12 or before Christmas in Year 13, then again in late February or March for Year 13 students.

Little and often is best. Doing a short quiz regularly trains your brain far more effectively than cramming once in a while. Even 10 minutes a few times a week will make a big difference over the course of your A Level.

Nope – that defeats the purpose! The only things you might need are a periodic table and a calculator. The aim is to see what you actually remember, so you know what to focus on next.

They’re numbered to roughly match the week of the school year for Year 12 and Year 13 students. For example, Quiz 10 for Year 12 is designed for about Week 10 of the course. If you’re just starting Year 12, it’s best not to jump too far ahead.

Absolutely! Revisiting Year 12 content is vital, and retrieval practice will help make sure you haven’t forgotten those earlier topics.

That’s completely normal! The point isn’t to score 100% – it’s to identify the topics you need to revisit. If a question completely stumps you, put that topic at the top of your revision list. If you just missed a few details, it’s still worth reviewing but it’s less urgent.

Yes! They work brilliantly as starter activities, homework, or even short in-class challenges. Because answers are provided, students can self-mark and track their own progress.

They’re designed to be useful for any A Level chemistry course. You may find that some questions are more relevant to certain boards, but the core knowledge will be helpful whichever one you’re studying.

You can easily differentiate by adjusting the time limit, the number of questions attempted, or the level of support given. For example, weaker students might benefit from tackling half the quiz and then reviewing answers together, while more confident students can work under timed conditions to simulate exam pressure.

These quizzes work best as low-stakes assessments – a quick check of what students remember without the pressure of grades. They’re ideal for spotting gaps in knowledge and guiding future lesson planning, rather than formally recording marks.