Belcher (1985) argues that test scores reflect both the knowledge and aptitude of test takers and the ability to use the features and format of the test in effectively (as cited in Pour-Mohammadi and Zainol Abidin 2012). Popham & Madaus (1987) and Romberg, Williams, Zarrinnia (1989) defined tests as high stakes, because they influence the decisions of both local and state administrators regarding the curriculum, appropriate programs, promotion of students (as cited in Herman, Dreyfus, Golan 1990). Pour-Mohammadi and Zainol Abidin (2012) noted that students' ability is not the only criterion in their test performance. Hambleton, Swaminathan, and Rogers (1991) stated that some cognitive and psychological factors also influence their performance and test-taking strategies. which are also known as test-wiseness are considered significant test-related factors that influence students' performance, and based on Dodeen (2009), these factors and strategies increase the validity of tests (as cited in Pour-Mohammadi and Zainol Abidin 2012). Anderson (2001) and Bachman (2000) stated that considering cognitive processes will become one of the significant factors for language testers (as cited in Amer 2007). Teachers try to help students do well on tests in many ways, and testing strategies can be considered one of these ways. Cohen and Upton (2007) define test wisdom as test-taking processes that participants consciously select and apply during test-taking (as cited in Pour-Mohammadi and Zainol Abidin 2012). According to Beidel, Turner, Ferreira (1999) test-taking strategies can be defined as methods applied with the aim of improving the ability of students and test takers to deal with test procedures more easily... half of the document.. . stimulated the effect of testing strategies on students reading comprehension tests, and found that not only do these strategies help test takers score better or perform better, but they also solve the other side of their problem that it's about the anxiety they feel while taking the test. They also mentioned that teachers become more interested and persuaded to receive instruction on test-taking strategies in their regular English lessons so that their students can become proficient in a testing situation. The cited researchers found that without considering the context of the test, the student can perform better based on the learning strategies (as cited in Goudarzi and Ghonsooly 2014). “When achievement test scores are affected by test anxiety, especially for subgroups of students, scores will be distorted” (Wren & Benson, 2004, p..228).