In the context of examinations, the phrase "maintaining standards" usually refers to any activity designed to ensure that it is no easier (or harder) to achieve a given grade in one year than in another. Specifically, it tends to mean activities associated with setting examination grade boundaries. Benton et al (2020) describes a method to inform grade boundaries called "simplified pairs" that allows educators to map scores between test versions using comparative judgement (CJ). The method requires fewer paired comparisons than previously suggested methods of using CJ to set grade boundaries and simplifies the approach to analysis. This method will be the main focus of this report. Following the research presented by Benton et al (2020) the authors will use equating between assessments completed by the same students to provide a benchmark against which the results of a CJ exercise can be compared. Specifically, the study will compare the results of a simplified pairs approach to the outcome of statistical equating using the equipercentile method. This will give the authors a direct estimate of the accuracy of the simplified pairs method. The experiment presented in this report focusses on creating a mapping of scores between two assessments known to have substantially different difficulties.