From Diversifying Economic Quality: A Wiki for Instructors and Departments
Altering the frequency and type of retrieval exercises and assessments used in the classroom heavily impacts your students' retention of information. Assessments should be cumulative in content, not only focusing on recently presented material, and focus on key concepts rather than random facts--this prevents students from 'selectively forgetting' certain concepts when studying.
Glover, J. A. (1989). The "testing" phenomenon: Not gone but nearly forgotten. Journal of Educational Psychology, 81, 392-399. Click here to access the study.
McEachern, William A. "THE TEACHING ECONOMIST." The Teaching Economist. Cengage Learning, 2008. Web. 10 June 2011. <http://www.cengage.com/economics/mceachern/theteachingeconomist/issue_34/index.html>. Click here to access the article.