In a review of relevant literature, it is argued that correction for guessing formulas should not be used. It is contended that such formulas correct for guessing that does not really exist in a noticeable amount, penalize those students who have low self-esteem and self-confidence, correct for errors that are not necessarily errors, benefit risk takers, lower validity, and disregard the benefits of partial knowledge. An improved strategy would be to teach students test-wiseness skills, eliminating a source of error, so that students would know how to take tests correctly. More specifically, students need to learn test-wiseness skills so they can budget their time, avoid making unnecessary errors, correctly use their partial knowledge to their best advantage, and identify test-constructor errors; thus, eliminating the bias placed on those students who do not pick up these test-taking skills naturally. To this end, teachers must be taught test-wiseness skills, improve their tests and test instructions, and learn which errors to avoid when writing their tests. (Author/TJH)