This paper is to argue that 'self-evaluation of wrong answers(SEWA)', a new way of feedback of achievement test results, is worthy of practicing as a learning and/or instruction strategy. Based on the findings mainly of Kim(2007) and Kwon(2010), the worthy of SEWA was discussed in four regards. SEWA enables a maximum use of the information of a test, a learning from errors in a unique way, a learning with multi-tasking with meta-cognizing and expressing, and a mature motivation. This paper is to argue that 'self-evaluation of wrong answers' ('SEWA' hereafter)', a new way of feedback of achievement test results, is worthy of practicing as a learning and/or instruction strategy. The SEWA has been studied very recently by Kim(2007, 2009), Kim et. al.(2009), and Kwon(2010). The former three evidenced that SEWA was effective for the achievement of subject matter objectives and for a self-evaluating ability, and the last one did that SEWA provided more various information for understanding the students’ problem solving than former studies on error analysis. The argument is provided in three sections, SEWA's definition, research findings, and discussion on its worth.