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Here are just a few of many research articles documenting the importance of retrieval practice:
Karpicke, J. D., & Roediger Iii, H. L. (2008). The critical importance of retrieval for learning. Science, 319, 966–968. https://doi.org/10.1126/science.1152408
McDaniel, M. A., Roediger, H., & McDermott, K. B. (2007). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14, 200-206.
Pastötter, B., & Bäuml, K. H. T. (2014). Retrieval practice enhances new learning: The forward effect of testing. Frontiers in Psychology, 5(APR), 1–5. https://doi.org/10.3389/fpsyg.2014.00286
This recent article reports findings that a brief intervention focusing on retrieval practice can enhance self-regulated learning : Ariel, R., & Karpicke, J. D. (2018). Improving self-regulated learning with a retrieval practice intervention. Journal of Experimental Psychology: Applied, 24(1), 43–56. https://doi.org/10.1037/xap0000133
University of Texas professor James Pennebaker reports that replacing traditional assessments with a daily routine of frequent assessments not only improves performance, it reduces the achievement gap for less advantaged students and produces lasting gains in other courses the student is taking. This may be because this approach motivates students to study more frequently and improves their self-regulated learning skills. For details, see this article.
These articles focus on the connection between retrieval practice and other aspects of learning including the development of thinking skills:
Siler, J., & Benjamin, A. S. (2019). Long-term inference and memory following retrieval practice. Memory and Cognition. https://doi.org/10.3758/s13421-019-00997-3
Ariel, R., & Karpicke, J. D. (2018). Improving self-regulated learning with a retrieval practice intervention. Journal of Experimental Psychology: Applied, 24(1), 43–56. https://doi.org/10.1037/xap0000133
Pan, S. C., & Rickard, T. C. (2018). Transfer of test-enhanced learning: Meta-analytic review and synthesis. Psychological Bulletin. https://doi.org/10.1037/bul0000151
Kang, S. H. K., McDaniel, M. A., & Pashler, H. (2011). Effects of testing on learning of functions. Psychonomic Bulletin and Review, 18(5), 998–1005. https://doi.org/10.3758/s13423-011-0113-x
This article discusses an intervention with middle and high school students in which retrieval practice reduced test anxiety:
Agarwal, P. K., D’Antonio, L., Roediger, H. L., McDermott, K. B., & McDaniel, M. A. (2014). Classroom-based programs of retrieval practice reduce middle schooland high school students’ test anxiety. Journal of Applied Research in Memory and Cognition, 3(3), 131–139. https://doi.org/10.1016/j.jarmac.2014.07.002
This article discusses the test-potentiated learning effect, by which even unsuccessful attempts at retrieval can promote future learning:
Arnold, K. M., & Mcdermott, K. B. (2014). Indirect Effects of Tests, (November 2010), 1–14. https://doi.org/10.1037/a0029199.
This short article takes another approach to promoting memory:
Miller, M.D. (2014, November). Helping students memorize: Tips from cognitive science. The Teaching Professor, 28, 3.
This article gives an overview of important concepts, trends, and applications for college teachers:
Miller, M.D. (2011). What college teachers should know about memory: A perspective from cognitive psychology. College Teaching, 59, 117-122.
Here are a set of short narrated animations produced by NAU's E-Learning Center that illustrate basic concepts in memory. They were part of a mini-course developed at NAU to teach memory improvement using evidence-based techniques.
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