College seniors--129 who were 25 years of age or older, and 734 younger students were administered the objective portion of the American College Testing (ACT) College Outcomes Measures Project (COMP) test. The total COMP scores and subscores were compared for the two groups, as well as their entering ACT scores and grade-point averages using analyses of variance. The relationship between total COMP scores, incoming ACT scores, and grade-point averages were also determined using a Pearson correlation method. Data were also obtained on sex, race, and marital status. Results showed that older students scored higher than their younger counterparts on the Total COMP scores and on the subscores obtained in the three content and three process areas. In addition, there was a significant relationship between COMP Total score and grade-point average. No significant relationships were found as a result of the analysis of the effects of sex, race, and marital status, and COMP Total score. It was concluded that the ACT COMP may not be the most accurate measure for use with older students since their life and work experiences give them greater competency in analysis, synthesis, and evaluation skills. Furthermore, the assessment of students' competencies cannot be an exact science dependent upon one specific standardized instrument. (KSA)