The purpose of this study was to evaluate the effectiveness of using performance and portfolio assessment techniques to diversify assessment in a minority teacher education program at Tuskegee University (Alabama). Both performance and portfolio assessments served as the exit examination. These techniques were used for three reasons: a state traditional certification examination was thrown out by the Alabama courts because it had negative impact on minority students; the university serves a predominantly minority population; and traditional tests have not been very valid measures of performance tasks such as teaching. Grades from portfolio and performance assessments were obtained from the files of 30 graduates of the teacher education program. These were correlated with grades in methods courses, foundation courses, and grade point average (GPA). Significant correlations were found between methods classes, on the one hand, and performance measures and portfolios on the other. Though the performance assessment measure was significantly correlated to GPA, no relationship was found between portfolio and GPA. Also, the portfolio score was not significantly correlated to the performance measure. The results suggested that performance and portfolio measures elicit skills and abilities that are relatively independent of those elicited by traditional tests as represented by the GPA and are independent of each other. It was concluded that though performance and portfolio measures show good promise for diversifying assessment for teacher certification, portfolio assessment itself needs to be improved. The appendix provides portfolio criteria from the Educational Testing Service Praxis Series of Assessments. (Contains 24 references.) (ND)