This research investigated the use of the Rasch simple logistic model in obtaining test-free ability estimates. Tests employing word, picture, symbol and number analogies were administered to college and high school students. The results show that the Rasch model does not offer an improvement over the use of percentile ranks in estimating individual ability. These results, however, are an artifact of the research design. Shortcomings in the research design, as well as in that used by Wright (1968), are discussed. This paper concludes with the discussion of an appropriate research design for the investigation of this question. (For related document, see TM 002 271.) (Author)