摘要：Critical thinking assessment is vital in historical learning among Senior High School students. The purpose of this research was to develop a critical thinking test to evaluate the level of critical thinking in historical learning among Senior High School students. The development process of this test followed the Context, Input, Process, Product (CIPP) evaluation model by Daniel Stufflebeam. Validation of this instrument was done by experts and senior teachers in the field (practitioners). Though the total number of items in the test was 25, validity and reliability tests yielded 20 items. In conclusion, an assessment based on the higher order thinking Programme for International Student Assessment (PISA) version was as an adequate measure of critical thinking in historical learning at Senior High Schools.
