Suggests that critical thinking assessment is difficult to do well, but it is possible. Notes that difficulties and possibilities vary with the purpose of the assessment and the format used. After examining published critical thinking tests, the paper explains how to create customized tests. (SM)

Argues that rigorous assessment in the classroom is the only way to reduce outside interference in the assessment process. Sees instructors as poorly prepared to assume assessment roles, recommending an increased reliance on common examinations written by subject discipline experts. (DMM)