Alternative assessments, also called authentic or performance assessments, have first the common notion of a meaningful performance or product. The use of such alternatives with students belonging to nondominant language and cultural groups is of interest because of the hope that this type of assessment can show what these students can really do and because of the fear that the inequities that are associated with traditional norm-referenced tests will recur. Negative consequences of traditional forms of assessment for students from nondominant cultural and language groups are well documented. Equity issues in the public debate on any assessment are consequential validity, gatekeeping, tracking, and the opportunity to learn. The social context of assessment must be acknowledged in the design of alternative assessments. The alternative-assessment approach is compatible with a constructivist view of learners. Some suggestions are offered for a culturally responsive pedagogy and assessment design. A particular focus is on portfolio use in the pluralistic classroom. Three tables and one figure illustrate the discussion. (Contains 22 references.) (SLD)