This collection of research papers considers extensions of the Rasch model. In Chapter 1, K. C. Cheung explains how measurement and testing in the classroom can be made more meaningful, particularly through the use of Rasch family item response models. In Chapter 2, K. W. Koon and K. C. Cheung apply the Rasch model in constructing a part-whole concept continuum in mathematics. In Chapter 3, using a different conceptual framework, S. K. Cheung and M. L. Choo use the Rasch model to establish a proposed hierarchy of language skills. In Chapter 4, M. L. Choo and K. C. Cheung use Rating Scale Analysis--an extension of the Rasch model--to check on a newly constructed computer programming anxiety instrument normed on a sample of computer science students in junior colleges in Singapore. These papers demonstrate that it is possible to base qualitative interpretation on quantitative measurement. Chapters 2, 3, and 4 show that meaningful measurement is possible in the classroom. Five figures and two tables present supporting data. A 40-item list of references is attached. A multiple-choice test on fractions, and the computer programming anxiety scale are included. (SLD)