This factorial experimental study aims to explore the effectiveness of test guidance method to improve the appropriateness of measurement (person-fit) by controlling students’ test anxiety. Research sample consisting of 80 students taken from those participating in Learning Evaluation Course (LAC) at Economic Education, Accounting Education, and Tourism Education majors. Confirmatory factorial analysis was used to find out valid items of test anxiety scale, and the reliability coefficient was 0.87. The validity of multiple-choice test items in LAC was determined using ITEMAN program, and the reliability coefficient was 0.91. The hypothesis was tested using two-ways ANOVA. The results showed that: (1) the appropriateness measurement on students using psychological test guidance is higher than those using cognitive test guidance; (2) the appropriateness measurement on students with low test anxiety is higher than those with high test anxiety; (3) there is a significant interaction effect between test guidance and test anxiety on the students’ appropriateness measurement. Finally, the major implication of these findings is that for the successfulness in examination it needs not only the mastery of the measurement target of the test itself, but also the mastery on stabilization techniques of test anxiety and test-taking skills.
Keywords: Appropriateness Measurement, Cognitive Test Guidance, Psychological Test Guidance, and Test anxiety
