<p>The implementation of adaptive teaching poses an enormous challenge to teachers and requires them to perform a balancing act that is difficult to achieve with traditional teaching methods. Digitalization offers the opportunity to use new support tools to record and analyse students’ learning status in real time, and to use this information to adapt teaching and provide direct feedback to learners. The present study aims to illustrate an approach for a digitally supported teaching unit, implemented in a regular chemistry classroom, that offers the possibility to monitor students’ progress in real time. A unit on chemical kinetics was developed based on a systematic framework that aims to integrate the affordances of coherent and engaging instruction and reliable assessment. After implementation with <i>N</i> = 300 students, responses to a series of different tasks throughout the unit were automatically scored to derive individual knowledge networks that reflect students’ ability to enact and connect specific knowledge elements across the unit. Based on both a normative and the individual student networks, specific network parameters were derived to allow comparative analyses. All metrics showed correlations with learner performance at the end of the unit, although different patterns emerged. While the network-level metrics provided insight into students’ progress along the unit, the evaluation of the node-level metrics underscored the central role of basic concepts for students’ cumulative learning. Overall, the results provide clues to identify potential areas for intervention during the unit, e.g. in the form of task-based feedback or identification of specific difficulties experienced by students.</p>