The chapter reviews the importance of critical thinking in everyday life and the impact of critical thinking assessments. It highlights the prevalence of misinformation on social media and its consequences, such as echo chambers and the spread of disinformation. The chapter discusses how critical thinking can protect individuals from making questionable life decisions and reduce negative outcomes. It also explores the skills and dispositions involved in critical thinking, emphasizing the importance of both understanding and applying these skills. The psychometric properties of several critical thinking assessments are reviewed, 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, Halpern Critical Thinking Assessment (HCTA), Test of Everyday Reasoning (TER), and Watson-Glaser II Critical Thinking Appraisal (W-GII). The chapter discusses the reliability, validity, and practical challenges associated with these assessments, noting that while many measure similar skills, they differ in their focus and structure. The chapter concludes by emphasizing the need for educators to prioritize critical thinking assessment and instruction, and suggests that developing accessible and effective critical thinking tools for the general public is crucial. It also highlights the potential impact of critical thinking on reducing cognitive biases and promoting better decision-making in various domains of life.The chapter reviews the importance of critical thinking in everyday life and the impact of critical thinking assessments. It highlights the prevalence of misinformation on social media and its consequences, such as echo chambers and the spread of disinformation. The chapter discusses how critical thinking can protect individuals from making questionable life decisions and reduce negative outcomes. It also explores the skills and dispositions involved in critical thinking, emphasizing the importance of both understanding and applying these skills. The psychometric properties of several critical thinking assessments are reviewed, 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, Halpern Critical Thinking Assessment (HCTA), Test of Everyday Reasoning (TER), and Watson-Glaser II Critical Thinking Appraisal (W-GII). The chapter discusses the reliability, validity, and practical challenges associated with these assessments, noting that while many measure similar skills, they differ in their focus and structure. The chapter concludes by emphasizing the need for educators to prioritize critical thinking assessment and instruction, and suggests that developing accessible and effective critical thinking tools for the general public is crucial. It also highlights the potential impact of critical thinking on reducing cognitive biases and promoting better decision-making in various domains of life.