In the mid-1980s, I used my trusty Commodore 64 to build "test banks" for my math, chem, physics, and bio courses in high school and early college. My rational

In the mid-1980s, I used my trusty Commodore 64 to build "test banks" for my math, chem, physics, and bio courses in high school and early college. My rationale was the same as in this paper: I wanted to handicap myself from knowing the "type" of question I was trying to answer and force myself to think, "Ok. Where is this question 'located' on the map of everything I've been taught? And once I know its location, where do I need to go to get to its answer?" So, I hand-entered every question I could get my hands on and I had the computer throw random problems/questions at me before an exam. The problem w/ my approach was that I had to hand-enter problems from my textbooks, so there was a decent chance that I would still remember the type of question simply from the act of typing it into my 'database.' But it was the best I could do. I teach some college chemistry now and I think interleaving would be helpful to my students. I say this because one of the biggest issues on exams is that the students will have no idea what _type_ of problem they are looking at. If they correctly determine the type of problem, the remaining work is relatively easy. And I think the problem stems from students practicing the work by answering multiple problems that belong to the same category.