Although isolating the degree of association that exists between a teacher's specific knowledge and his or her particular classroom performance is extremely difficult at best, that is the focus of the knowledge and performance based instruments used in the evaluation of preservice English teachers in the University of Georgia teacher education program. Georgia teacher competency measures include a criterion referenced knowledge test (CRT) for teachers in their subject area (English or communicative arts--CA). It is subdivided into eight areas: logical reasoning, library research, composition, language, communications media and careers, literature, reading, and oral communications. A second assessment approach, the Teacher Performance Assessment Instruments (TPAI), includes a general set of teacher performance measures: teaching plans and materials, classroom procedures, and interpersonal skills. In a study conducted during the 1979-80 school year, student teacher candidates in English at the Universtiy of Georgia were observed using the instruments. The data were examined to determine how well the students performed on each test and on both tests together, and to determine what measures, if any, predicted their scores on these two statewide criterion measures. The analysis indicated that the low number of significant correlations between the two instruments confirms that they are assessing different competencies. (HOD)