The effectiveness of smoothing in reducing random errors in equipercentile equating of a short writing assessment with two raters, two prompts, with scores ranging from zero to five was examined. Thirteen methods were examined: no equating, three presmoothing, three postsmoothing, three combination presmoothing and postsmoothing, mean equating, linear equating, and unsmoothed equipercentile. The data for the study resulted from simulations of a writing assessment with one and two raters used for a large testing program. Mean equating appears to have less error with small samples than the other methods. A combination of presmoothing and postsmoothing appears to have less error using a small sample with two raters. For the larger sample size, presmoothing with degree three appears to have less error than the other methods. Equating can be problematic with performance assessments that have small score ranged, however, it can be done and reduces error relative to no equating. (Contains 2 tables, 4 figures, and 11 references.) (Author/SLD)