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ERIC Number: ED261423
Record Type: Non-Journal
Publication Date: 1982
Pages: 9
Abstractor: N/A
Reference Count: N/A
Assessing College-Level Communicating Skills.
Steele, Joe M.
In 1976, the American College Testing Program (ACT) organized the College Outcome Measures Project (COMP) to design, develop, validate, and implement assessment materials for measuring the knowledge and skills that are expected of general education college graduates and that are important to functioning effectively in adult society. The Composite Exam is one instrument developed to assess the areas of the project, which include communicating, problem solving, and using science and technology and the arts. This exam broadly defines communicating as the ability to send and receive information in a variety of modes, within a variety of settings, and for a variety of purposes. As the contexts for communication tasks, three written, three audiotaped, and one videotaped stimuli are used in each of three content areas. The COMP speaking assessment is composed of three role playing tasks using printed stimulus material in the social sciences, natural sciences, and the arts, plus a reproduction of a painting in the latter area. The COMP writing assessment is composed of three role playing tasks using audiotaped stimuli in the social sciences, natural sciences, and the arts, which require a total of 60 minutes of writing to compose three written communications directed to various audiences. The development of the COMP assessments raised issues of validity in terms of content, sensitivity to the levels of speaking and writing proficiency acquired normally by undergraduate students, and the importance of communicating to effective functioning in a variety of adult roles. Longitudinal studies are in progress to determine whether the Communicating Assessment and other COMP measures are predictive of effective functioning in various roles. (HTH)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A