This paper summarizes an investigation of the format used for equating the 1993 Illinois Goal Assessment Program (IGAP) sixth grade reading test. In 1992, each student took only one test, either a narrative test or an expository test. In 1993, there was only one test, which included both formats. Several possible approaches for linking the 1993 test to the 1992 tests, including use of the partial credit model and true-score equating, are proposed and investigated in this study. The sample size for the 1992 narrative test was 10,178. The expository test sample was 10,277, and the sample for the 1993 test was 4,830. Results show that the 1993 examinees have a higher mean-scaled score than the 1992 examinees if the test is linked to the narrative test, but a lower score if linked to the expository test. Three tables and 10 figures present analysis results. (Contains 8 references.) (Author/SLD)