The feasibility of standardized assessment of features of children's organization of knowledge and the demonstration of differences in organization between stages of development were investigated. It was possible to standardize developmentally derived instruments, in the same way as empirically derived tests because such evaluations concern the changing organization of knowledge, rather than content. Drawings and stories were collected from school age children and rated by five teachers trained in an analytic procedure based on Lowenfeld's theory for drawing and Moffett's theory for discourse. It was demonstrated that standardized developmental ratings (SDR) could be done with a high degree of reliability. It was concluded that SDR's could assist teachers in determining a child's developmental level and in detecting when the child made the transition to a subsequent stage of development. (RD)