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This article offers three suggestions for further work in measurement: first, application of the methodology already well developed for detecting biased items in a wide variety of important educational and psychological contexts, including studies of cultural differences, and differences as a function of time, geography, nationality, age, language, pathology, sex, and curricular emphasis, among others; second, application of known methods of reducing essay-reader variation to the problem of setting minimum competency levels; and third, studies of the limitations of equating theory, the degree to which equating results can be generalized, and more fundamentally, the meaning of equating itself in relation to its analogues in the physical sciences.
William H. Angoff (1988) studied this question.