The purpose of this study was to determine whether it would be possible to equate rights-scored to formula-scored tests without causing a discontinuity in the meaning of the score scale. Several other subsidiary studies--of the characteristics of the two scoring methods, of nonresponse and guessing, and of reliability and parallelism--were also undertaken. The study was conducted in two phases: (1) of two forms of the verbal section of the Scholastic Aptitude Test and one form of the College Board Chemistry Achievement Test; and (2) of operational and experimental subtests of the Graduate Management Admission Test. It was found that the data of this study support the hypothesis that formula scores for tests administered with rights directions are directly comparable to formula scores for the same tests administered with formula directions. Thus, the directions under which a test is administered can be changed without serious concern that a discontinuity in the score scale will result. (Author/GK)