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The intervention replaces one weekly set with thrice-weekly mixed quizzes that revisit prior content—a textbook example of spaced retrieval practice and interleaving. The results—higher unit-test scores and reduced last-minute cramming—align with research showing frequent retrieval strengthens memory and distributes study effort. Teachers still kept one longer assignment, so A is false; extended reasoning practice remained. C contradicts the stem: each quiz included “one new concept.” D is unsupported; nothing mentions policy on grading standards. On Nelson–Denny items, link the described mechanism to outcomes: spacing + retrieval → better retention, less cramming. When passages specify “revisited prior topics” and “short, frequent quizzes,” they are cueing the cognitive principle at play. Choose the option that names that principle rather than a straw-man change the text does not describe (e.g., leniency). This reasoning pattern recurs in education passages that test recognition of interleaving, spacing, and retrieval as levers for durable learning.