In this article, the author describes how difficult it is to know how critically literate her students are in the adult senior high school in which she is a teacher-librarian. She assumes that many would have gaps in their learning, including gaps in information and critical literacy skills, and that they were likely to approach all online information as good. After reading in the "New York Times" about the deficits in evaluating online material among Berkeley students, the author decided to develop a critical literacy assessment tool for her students. Here, she describes how she developed this critical literacy assessment tool. (Contains 4 tables.)