The present work assessed a quizzing method that combines the benefits of retrieval practice and feedback, whereby learners must continue taking quizzes until they achieve a perfect score with feedback provided (i.e., "mastery quizzing"). Across four experiments (n = 952; age 18-76, M = 37.10, SD = 11.61; 50% female, 48% male, 2% other gender or did not identify), we explored whether such quizzing produces better retention than more traditional forms of quizzing. Participants were adults recruited online who were not screened for content knowledge of the materials. In Experiment 1, participants read explanations of psychological concepts frequently taught in introductory psychology classes. They completed one, two, or three quizzes without feedback or engaged in mastery quizzing. Performance on a final test was better in the mastery quiz condition relative to the comparison quiz conditions. Further experiments showed the mastery quizzing advantage was maintained when comparison quiz conditions also included feedback (Experiment 2) and when conditions encouraged attention to feedback (Experiment 3). Mastery quizzing benefits persisted when retention intervals were increased to 30 minutes and 2 days (Experiment 4). Thus, mastery quizzing may be a simple method of encouraging more durable learning than traditional approaches to quizzing.