Various approaches have traditionally been used to evaluate college students' writing performance. The College Outcome Measures Program (COMP), designed to assess and improve college programs, offers new ways to collect writing samples that include responses to reasoning and problem solving tasks. Thus, the effectiveness of written communication can be assessed, as well as the mechanics. Many writing samples have involved abstract essays addressed to an unspecified audience, rather than tasks which represent the kind of writing commonly done outside the classroom--such as letters which must make contact with the reader in a convincing way. Traditionally, students' writing has been evaluated to judge technical accuracy and mechanics, and to assign a grade, rather than to provide a reaction to students' ideas and to help in clarifying their thinking. Ironically, although evaluation threatens students, it is necessary to foster excellence. In COMP writing exercises, students respond to situational letter-writing tasks, and are provided with feedback on the plausibility and appropriateness of their ideas. Rather than one holistic rating, COMP defines proficiency levels on: (1) making contact with the relevant audience; (2) organizing ideas; and (3) using language in a clear and interesting way. At various points of instruction, COMP obtains writing samples in three content areas in order to achieve a reliable and valid measure of a student's level of proficiency. (GDC)