Statistical equating of scores from direct writing assessments is performed in Maryland to hold the difficulty of passing the Maryland Writing Test (MWT) equivalent from year to year and to allow a demonstration of growth in student writing achievement over the years. Passage of the test is a high school graduation requirement. Prior to statistical analysis, major steps taken in development of equated scores include: (1) prompt development, field testing, and selection; (2) development of anchor, training, qualifying, validity, and check sets; (3) selection, training, and qualifying of raters and application of scoring rubrics by raters; and (4) selection of an equating study sample and selection, administration, scoring, and statistical equating of anchor prompts. Standardization of test administration as well as rater training and scoring, interpretation of adjusted raw scores and scale scores, adaptation of statistical procedures, and sample selection and administration of equating prompts are discussed briefly. Some of the practical problems inherent in equating MWT scores are outlined, and the relationship of these problems to measurement considerations is discussed. (TJH)