Using a qualitative research methodology, known as the Delphi Method, an interactive panel of experts was convened to work toward a consensus on the role of critical thinking (CT) in educational assessment and instruction. In Delphi research, experts participate in several rounds of questions that require thoughtful and detailed responses. Panelists work toward consensus by sharing reasoned opinions and reconsidering the opinions with regard to comments, objections, and arguments offered by other experts. A total of 46 scholars, educators, and leading figures in CT theory and CT assessment research were gathered for the panel meetings. About half of the panelists were primarily affiliated with philosophy departments; the others were affiliated with education, social sciences, or physical sciences. Recommendations resulting from the discussion rounds address the cognitive skill dimension of CT, the dispositional dimension of CT, and specific recommendations on CT instruction and assessment, including development of a CT curriculum. A discussion of commercially available CT assessment tools, a bibliography with an emphasis on assessment, and a set of letters which chronicle the progress of the Delphi research group are appended. (TJH)