This review explores the importance of critical thinking in everyday life and evaluates various critical thinking assessments. Critical thinking is essential for making informed decisions in areas such as health, politics, relationships, finances, and education. The review discusses the psychometric properties of several critical thinking assessments, emphasizing their ability to predict everyday behaviors. It also highlights the challenges in assessing critical thinking, including the need for accurate and unbiased measurement, the time required for assessment, and the cost of assessments. The review examines eight critical thinking assessments, including the California Critical Thinking Dispositions Inventory (CCTDI), California Critical Thinking Skills Test (CCTST), Cornell Critical Thinking Test (CCTT), California Measure of Mental Motivation (CM3), Ennis–Weir Critical Thinking Essay Test (E-W), Halpern Critical Thinking Assessment (HCTA), Test of Everyday Reasoning (TER), and Watson–Glaser II Critical Thinking Appraisal (W-GII). Each assessment is evaluated for its reliability, validity, and ability to predict real-world behaviors. The HCTA is noted for its strong psychometric properties and its ability to predict everyday behaviors. The review also discusses the importance of teaching critical thinking skills and dispositions in education, emphasizing the need for educators to prioritize critical thinking in their classrooms. The review concludes that while there is overlap in the skills measured by different assessments, there is significant variation in the dispositions measured. Future research should focus on improving the assessment of critical thinking and its application in everyday life.This review explores the importance of critical thinking in everyday life and evaluates various critical thinking assessments. Critical thinking is essential for making informed decisions in areas such as health, politics, relationships, finances, and education. The review discusses the psychometric properties of several critical thinking assessments, emphasizing their ability to predict everyday behaviors. It also highlights the challenges in assessing critical thinking, including the need for accurate and unbiased measurement, the time required for assessment, and the cost of assessments. The review examines eight critical thinking assessments, including the California Critical Thinking Dispositions Inventory (CCTDI), California Critical Thinking Skills Test (CCTST), Cornell Critical Thinking Test (CCTT), California Measure of Mental Motivation (CM3), Ennis–Weir Critical Thinking Essay Test (E-W), Halpern Critical Thinking Assessment (HCTA), Test of Everyday Reasoning (TER), and Watson–Glaser II Critical Thinking Appraisal (W-GII). Each assessment is evaluated for its reliability, validity, and ability to predict real-world behaviors. The HCTA is noted for its strong psychometric properties and its ability to predict everyday behaviors. The review also discusses the importance of teaching critical thinking skills and dispositions in education, emphasizing the need for educators to prioritize critical thinking in their classrooms. The review concludes that while there is overlap in the skills measured by different assessments, there is significant variation in the dispositions measured. Future research should focus on improving the assessment of critical thinking and its application in everyday life.