In some testing programs an early item analysis is performed before final scoring in order to validate the intended keys. As a result, some items which are flawed and do not discriminate well may be keyed so as to give credit to examinees no matter which answer was chosen. This is referred to as allkeying. This research examined how varying the numbers of allkeyed items affects the equating function and resulting equated scores. The experimental conditions consisted of allkeying 0, 4, 10, and 25 items. The examination was a 200-item multiple choice licensing examination. Over 3,500 examinee records were studied. The results showed virtually no differences in scaled score means across the experimental conditions. Although the equating procedures compensated for the changes that occurred as more items were allkeyed, the effect of allkeying on an individual's scaled score will depend on the individual's performance on the allkeyed items. The results suggest that an item should not be allkeyed unless it is clear that there is no defensible answer among the options. (Author/GDC)