Two of the most popular assessment instruments for measuring college student educational outcomes are the College Outcome Measures Program (COMP) of the American College Testing Program (1987) and the Academic Profile of the Educational Testing Service (ETS). Characteristics of these tests were compared, and the sensitivity of each test to students' educational experiences was evaluated. In the fall and winter quarters of the 1987-88 school year, seniors at the University of Tennessee (Knoxville) took one of these tests. Overall, more seniors took the COMP (n=1,261) than the Academic Profile (n=810). Thirty-eight seniors took both examinations. The results indicate that both tests are unidimensional measures that are not particularly sensitive to students' general education experiences. Both tests represented measures of individual differences and were powerful measures of academic ability. Because of their sensitivity to individual differences, both the COMP and the Academic Profile are not considered appropriate for evaluating the impact of general education programs. Institutions would not be well-advised to use the subscales of either examination to evaluate the components of a curriculum. Six tables give study results. (SLD)