Indices of appropriateness of a test for an individual are discussed, and two data sets are evaluated. With the first data set, three indices of test appropriateness are obtained for response patterns on achievement tests from an experimental study of the effects of test anxiety and time pressure with 173 3rd and 4th grade students. Relationships of these three indices to student background characteristics and measures of anxiety are of special interest in this first data set. With the second data set, two indices of test appropriateness are obtained for the math and reading test given to 6300 students from a random sample of approximately 110 schools at 4th, 8th, and 11th grade levels. Relationships of these indices to student sociocultural background and measures of student anxiety and motivation are examined at the individual student level and school level. The test appropriateness measures have potential utility in the identification of students for whom the test is inappropriate or schools with curricula not matching test content. (Author/GK)