Attempting to recall previously encountered information by being tested or quizzed (retrieval practice: RP) enhances memory.In real classrooms, however, it is unclear when testing should take place (placement) in order to elicit better learning.We tested students using authentic undergraduate-course materials with two placements, followed by collective feedback: (a) at the end of the class in which content was taught; or (b) at the beginning of the next class.Re-teaching (RT) the same content through lecturer led-reviews at the same placements was used as a control condition.RP and RT plus feedback took 15 min of 100 min-long classes and were applied during 12 classes after which retention was assessed by exams.Participants were 114 students enrolled in a biweekly taught course.Testing (RP) once at the end of the same class in which content was taught boosted academic scores by around 10% compared to the other manipulations.