In contemporary academic literature and in many national curricula, there is a widespread acceptance that critical thinking should be an important dimension of Education. Teachers and researchers recognize the importance of developing students critical thinking, but there are still great difficulties in defining and assessing critical-thinking skills. The multiple definitions of critical thinking indicate the need for further clarification of the concept. An important attempt for clarifying the concept was the "Delphi Report" (Facione, 1990a), where a qualitative research methodology, known as the Delphi Method, was used to develop a unified theoretical framework. The core critical-thinking skills identified in the Delphi Report as essential elements for workplace and educational success are targeted in the assessment tool entitled "The Test of Everyday Reasoning" (TER) (Facione, 2001). TER was translated from English into Greek and standardized for Greek population. TER has a series of questions engaging the participant in the interpretation and reasoning relating to the information provided in charts and graphs as well as to the accompanying them textual description. This paper presents the results from the standardization of TER in terms of graph/chart interpretation and reading comprehension skills. Implications for science education in Greece are also discussed. (Contains 1 table, 4 figures, and 3 footnotes.)