As a result of using the Rasch model in building item banks in reading and mathematics, we were able to design two new testing programs for our district. The first was a grade level competency-based evaluation program designed to identify our district's low achievement-level students as well as the precompetency goals on which they needed help. The second was an ungraded testing program designed to replace our wide-range standardized testing by a series of short level tests which were assigned to students to match their individual achievement levels. In undertaking this task, we found that the Rasch-calibrated item bank made it possible to precisely design these tests to meet the needs of our district. Based on this year's experience, we believe that item banks with Rasch scaling provide a level of flexibility and precision unavailable in the past. (Author)