We propose, develop, and evaluate the black ink-red ink (BIRI) method of testing. This approach uses two different methods within the same test administration setting, one that matches recognition learning and the other that matches recall learning. Students purposively define their own tradeoff between the two approaches. Evaluation of the method in several different class content and class format settings demonstrates the value of the method in actual classroom settings. In particular, the BIRI approach can substantially reduce test anxiety in accelerated adult-learning settings. (Contains 2 notes.)