OVER 40 ARTICLES AND STUDIES RELATED TO THE PIAGETIAN THEORY OF COGNITIVE DEVELOPMENT ARE CRITICALLY REVIEWED AS A BASIS FOR SUGGESTING APPLICATIONS OF THE THEORY TO EDUCATIONAL EVALUATION. PIAGET'S CONCEPTS ARE ANALYZED WITHIN TWO BROAD CATEGORIES, THE STAGE OF CONCRETE OPERATIONS, FROM APPROXIMATELY SEVEN TO 11 YEARS OF AGE, AND THE STAGE OF FORMAL OPERATIONS, FROM APPROXIMATELY 12 YEARS OF AGE TO ADULTHOOD. DURING THE STAGE OF CONCRETE OPERATIONS, THE CHILD DEVELOPS REPRESENTATIONS OF THE PHYSICAL WORLD AND THE ABILITY TO UTILIZE THE LOGICS OF CLASS INCLUSION AND SERIAL ORDERING. COGNITIVE FUNCTIONING AT THIS STAGE IS CONFINED MAINLY TO DEALING WITH THE ACTUAL OR PHENOMENAL RATHER THAN THE POSSIBLE OR HYPOTHETICAL. DURING THE STAGE OF FORMAL OPERATIONS, THE CHILD BECOMES ABLE TO DIFFERENTIATE VARIABLES IN A PROBLEM-SOLVING SITUATION AND TO ISOLATE CRITICAL MANIPULATIONS AT A SYMBOLIC LEVEL. FURTHER RESEARCH IS NEEDED, UTILIZING PIAGETIAN TASK MEASUREMENT CONCEPTS, TO DETERMINE CLEARLY THE EFFECTS OF CULTURE AND TRAINING ON COGNITIVE DEVELOPMENT AS WELL AS THE PART PLAYED IN COGNITIVE DEVELOPMENT BY SUBJECT CHARACTERISTICS OTHER THAN CHRONOLOGICAL AGE. PIAGETIAN TASK MEASUREMENT CONCEPTS APPROPRIATE TO BOTH CONCRETE AND FORMAL OPERATIONS ARE APPENDED. (JK)