  We present a study of the implementation of the Electronic Preparatory Test
for beginning undergraduates reading mathematics. The Test comprises two
elements: diagnostic and self-learning. The diagnostic element identifies gaps
in the background knowledge, whilst the self-learning element guides students
through an upcoming material. The Test lends itself to an early identification
of weak and strong students coming from a wide range of background, allowing
follow-ups to be made on a topic-specific basis. The results from the Tests,
collected over three years, correlate positively with end-of-year examination
results. We show that such a Preparatory Test can be a better predictor of
success in the first-year examination in comparison with university entry
qualifications alone.
