This paper offers college teachers guidelines for improving their teacher made tests. It notes that teachers may focus on how well students have learned course objectives while being unaware of how the testing process itself contributes to the results obtained. The paper reports the results of a test-taking workshop designed to improve college students' testing awareness and test taking skills. An opening section identifies eight steps in the test construction process and discusses item bias and analysis, fairness in grading, and motivations for testing. The second portion of the paper describes a workshop to teach college students test taking skills through a variety of sample activities. Analysis of these activities allow demonstration of the following testing indexes: sensitivity for guessing index, instructional index, discrimination index, and difficulty index. Other testing concepts introduced by examples from the workshop activities include instrument bias, test validity, and interpretation bias. The institutional and social context of test administration and construction is also addressed. A conclusion notes that workshop participants improved their attitudes about tests and appeared to realize the relationship between real effort and improved results. (Contains 29 references.) (JB)