Because motivational factors and test wiseness can contaminate testing used for needs assessments or evaluation purposes, techniques for increasing student and teacher motivation are discussed. Guidelines concerning guessing are also presented. While guessing is encouraged on program evaluation or screening tests, it is not advocated for diagnostic tests; thus, different scoring formulas may be appropriate for different applications of testing. Instruction designed to increase student motivation and test wiseness is described, and is said to be potentially fruitful when several situations are considered: the student's will to win, feelings of individual powerlessness, withdrawal due to previous failure, purposeless testing, and teachers' negative attitudes. Suggestions to combat these problems include feedback to students and parents. Advice is provided concerning several issues in a test wiseness program: when students should guess; strategies for norm-referenced, criterion-referenced, screening, and diagnostic tests; and scoring formulas. It is concluded that students must be taught to pace their testing time, that item construction cues can be taught, and that practice is useful. (GDC)