The role of testing in American education is becoming increasingly important in grouping students for educational purposes. This article reviews practices adopted by educators or administrators to improve student test scores. Stopgap measures for improving standardized test scores include (1) switching to easier tests; (2) eliminating certain populations from the testing; (3) use of coaching techniques; and (4) the teaching of test-wiseness. Teaching students how to take tests has several advantages over other methods used to inflate test scores. It requires a minimal amount of time, is relatively inexpensive, and is considered one of the more ethical procedures. The Millman taxonomy defines test-wiseness and breaks it down into two major areas--elements either independent or dependent of the test constructor or purpose. The material discussed in the taxonomy applies to teacher-made-tests and to standardized tests. The principles of test-wiseness can be taught using any of a variety of means: supervised study and lecture, independent reading, programmed instruction, and instruction through the mail. Test-wiseness has also been studied in relation to age, sex, IQ, race, and socioeconomic level. The conclusion is made that one of the most important aspects of test-wiseness deals with its relationship to test validity. (LMO)