The links students make among chemistry content is considered essential for a robust, enduring understanding in multiple learning theories. This article describes the development and implementation of an assessment technique, termed a Measure of Linked Concepts, designed to inform instructors on students' understanding of linking content throughout General Chemistry. Student performance on the assessment technique has provided unique insights relevant for instruction. For example, a substantial proportion of students could not identify when a model was used beyond its intended limit or show proficiency in tasks that the course assumed was prior knowledge. The use of these assessments also provides a means for instruction to show the relevance for topics such as periodic trends or ionic/molecular classification in a variety of subsequent topics throughout the course.