CRITERIA, INDICATORS, AND LEVELS FOR ASSESSING STUDENTS' CRITICAL THINKING COMPETENCE.

This article examines the theoretical and methodological foundations for assessing students' critical thinking competence in contemporary educational environments. Particular attention is paid to identifying assessment criteria, measurable indicators, and developmental levels that reflect students' abilities to analyze information, evaluate evidence, construct logical arguments, identify assumptions, solve problems, and formulate well-reasoned conclusions. The study employs theoretical analysis, comparative analysis, synthesis, classification, and pedagogical modeling to develop a comprehensive framework for evaluating critical thinking competence. Drawing upon contemporary educational approaches and established theories of critical thinking, the article proposes a multidimensional assessment model consisting of cognitive-analytical, evaluative, argumentative, reflective, and practical components. A four-level assessment scale—low, basic, proficient, and advanced—is introduced to describe students' progression from limited analytical performance to independent and evidence-based reasoning.