Abstract: The act of retrieving information from memory increases long- term retention of that information, a finding called the testing effect. Although testing is often viewed as a neutral assessment event, it can also be conceptualized as a learning tool because it provides an opportunity for retrieval practice. In my talk, I will present research that explores the generalizability of the testing effect as well as the underlying cognitive mechanisms that produce the effect. In addition, I will describe a framework for understanding the mnemonic benefits of retrieval practice and discuss the implications for educational practice.