A need exists for the National Institute of Education (NIE) to extend the range of its concern with measurement into a number of new areas. While the measurement of basic cognitive abilities is well-advanced, accurate measures of affective and higher-order cognitive abilities are not generally available. Measurement could also be extended into other dimensions as well; specifically, the advancement of the ability to measure systems; the development of the measurement sub-disciplines of sociology and political science; improvement of unobtrusive data collection methods such as observation; better support for the research and development community; detection and measurement of unplanned consequences of educational programs; identification of inputs, contexts, and processes related to educational outcomes; emphasizing the importance of theory in deciding what needs to be measured. The author presents tentative recommendations for initiatives into the newly-defined areas of educational measurement. (NE)