Retrieval practice effect, also termed as testing effect, refers to that retrieval practice facilitate long-term retention after initial study, compared to repeated studying costing an equal time, even when tests are given without feedback. Despite the wealth of empirical research illustrated that retrieval practice is one of the most potent strategies for enhancing learning, students and educators may only considered it as an assessment tool to measure what a student knows, consequently cannot change or facilitate learning behavior. Accordingly, a high-level goal of this paper is to advocate for increased use of practice testing as a means for improving student learning in authentic educational contexts, and to offer a reference for teachers and students to apply this strategy correctly and efficiently. The current paper firstly provide an overview of theoretical approaches that have been directed or indirected toward explaining the retrieval practice effect, such as elaborative retrieval hypothesis and episodic context account .Then review some fMRI studies,which provide insight by showing that several enhanced brain regions associated with retrieval practice but not with restudy. As a result, retrieval practice not only makes full use of the cognitive and affective, cortical and subcortical functions, but also plays the advantages of semantic and episodic memory to facilitate learning and memory. Secondly, we illustrate the specific characters of retrieval practice in education context. As we show, across a wide variety of materials and students throughout their lifespan, the testing effect remains a robust phenomenon; significant testing effects emerged at all retention intervals; prior knowledge or ability level has no influence on the effectiveness of retrieval practice; covert retrieval provides as much benefit to later retention as does overt retrieval and that both can be effective study strategies. Thirdly, research indicates that some factors have an important influence on retrieval practice effect size. On the basis of these influencing factors,we offer some basic prescriptive conclusions for students and educators as well as recommendations for enhancing learning and memory in education settings. For instance, multiple practice tests distributed across time, provide correct and delay feedback, enhance retention through reconsolidation and apply challenging retrieval forms to make the effect maximization. Finally, we consider some possible negative consequences (retrieval practice induces forgetting and negative emotion) of testing that may occur in certain circumstances, though these negative effects are often small and do not cancel out the large positive effects of testing. Frequent testing in the classroom may boost educational achievement at all levels of education by formative assessment and low-or no-stakes quizzes. In fact, frequent quizzing seems to alleviate test anxiety.