Previous literature used to talk about students use some tricks
(test wiseness strategies) to maximize their scores without possessing the required
knowledge of the construct being tested. This study introduces a new category
of test-taking strategies namely test-unwiseness strategies where students lose
some deserved marks for using these strategies. Fifteen male and 15 female English
Language major university students took three vocabulary tests (the classical
multiple choice, a cloze test, a gap filling test with a pool of alternatives).
Think aloud protocols and retrospective interviews were used and qualitatively
analysed. The results showed that students used five unwise strategies: Changing
a correct answer into wrong, selecting unknown answers without attempting to
process the question for meaning, not reading the test instructions carefully,
not reading the question in full or reading after the gap and use bad time management.
The analysis showed some reasons behind using these strategies and suggested
ways to overcome this. Beside to proposing a newly adopted model of test-taking