An anagram test administered under varying time parameters was used to evaluate the effectiveness of test-wiseness strategy. The relationship between test and state anxiety, and specific test-wiseness skills was explored. Students completed an anagram test in 15 or 25 minutes. Two groups received time-using directions and assistance during the test while the other groups did not. State anxiety questionnaires were completed before and after the anagram test, followed by a test-wiseness scale. The longer test administration time was associated with higher anagram scores. The time-using/assistance strategy did not lead to higher anagram performance, although the number of anagrams was positively related to performance. The time-using strategy group reported lower worry in the 15 minute testing condition. Correlation analyses indicated state worry was negatively related to anagram performance and the number of anagram attempts. Test-wiseness was related to both test and state anxiety. Results indicated test-wiseness strategy directions and assistance during the test can have positive affective benefits. Evaluation of test-wiseness component strategies should be conducted individually with multiple dependent variables and different test administration conditions. Test and state anxiety should be included as an integral component of the test-wiseness taxonomy. (DWH)