The article "Thinking About Linking" by Newton (2010) presents a novel philosophical perspective on the way that educational assessments should be linked. Newton starts by describing the linking framework as it was characterized in various publications and identifies a cross-cultural dimension in the definitions and uses of test linkings, in particular between the linking frameworks in the United States and the United Kingdom. He mentions that the "theory of linking remains poorly developed" and indicates that perhaps the lack of a theory is the cause of the significant differences in the existing linking frameworks. He also points out that there are no agreed-upon criteria for evaluating the results of linking. In the second part of the paper, Newton introduces alternative ideas for defining a linking between two tests. In this article, the author presents her analysis of Newton's alternative view of linking and introduces her own perspective on linking tests. The classification of linkings as given in Holland and Dorans (2006) is mainly driven by the definition of an appropriate educational assessment. The author discusses five requirements that are imposed on an educational assessment. In conclusion, she welcomes a challenge to the current framework and a refreshing view on the usefulness of test linking.