Abstract
Two methods of assessing human mental functioning that are currently in vogue in education are criterion-referenced measurement (CRM) and the approach of Piaget. Because of their respective origins and orientations, they could be interpreted as being mutually exclusive; yet despite the differences between them, each approach can, in fact, be considered complementary to the other. Beginning with a review of both perspectives, this paper illustrates their highly comparable natures and indicates how they could be used together in the more adequate assessment of the competencies of individuals.
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