Porter, A. C., Chester, M. D., & Schlesinger, M. D. (2004, June). Framework for an effective assessment and accountability program: The Philadelphia example. Teachers College Press 106(6), 1358-1400.
Porter, A., & Chester, M. (2002). Building a high-quality assessment and accountability program: The Philadelphia example. In D. Ravitch (Ed.), Brookings papers on education policy 2002 (pp. 285-337). Washington, DC: Brookings Institution Press.
Porter, A. C., Youngs, P., & Odden, A. (2001). Advances in teacher assessments and their uses. In V. Richardson (Ed.),Handbook of research on teaching (4th edition) (pp. 259-297). Washington, DC: American Educational Research Association.
Porter, A. (2000, December). Doing high-stakes assessment right. The School Administrator 11(57), 28-31.
Porter, A. C. (1998). Dilemmas in assessing academic achievement. In N. M. Lambert & B. L. McCombs, How students learn: Reforming schools through learner-centered education (pp. 339-350). Washington, DC: American Psychological Association.
Porter, A. C. (1991). Assessing national goals: Some measurement dilemmas. In The assessment of national educational goals: Proceedings of the 1990 ETS Invitational Conference (pp. 21-42). Princeton, NJ: Educational Testing Service.
Porter, A. (1988). Understanding teaching: A model for assessment. Journal of Teacher Education 39(4), 2-7. (Also reprinted inPedagogicka Revue 1991 53(1), 3-14; Occasional Paper No. 124, East Lansing: Michigan State University, Institute for Research on Teaching.)
Porter, A. C., & Freeman, D. J. (1986). Professional orientations: An essential domain for teacher testing. Journal of Negro Education 55, 284-292.
Porter, A. C. (1983). The role of testing in effective schools. American Education 19, 25-28.
Schmidt, W. H., Porter, A. C., Schwille, J. R., Floden, R. E., & Freeman, D. J. (1983). Validity as a variable: Can the same certification test be valid for all students? In G. F. Madaus (Ed.), The courts, validity, and minimum competency testing (pp. 75-115). Boston: Kluwer-Nijhoff. (Also Occasional Paper No. 53, East Lansing, MI: Michigan State University, Institute for Research on Teaching, 1983.)
Freeman, D. J., Kuhs, T. M., Knappen, L., & Porter, A. C. (1982). A closer look at standardized tests. The Arithmetic Teacher 29, 50-54. (Also Research Series No. 48, East Lansing: Michigan State University, Institute for Research on Teaching, 1979.)
Floden, R. E., Porter, A. C., Schmidt, W. H., & Freeman, D. (1980). Don’t they all measure the same thing? Consequences of standardized test selection. In E. L. Baker & E. S. Quellmalz (Eds.), Educational testing and evaluation: Design, analysis and policy. Beverly Hills, CA: Sage. (Also Research Series No. 25, East Lansing: Michigan State University, Institute for Research on Teaching, 1978.)
Porter, A. C. (1973, February). Some comments on “Empirical criteria for distinguishing and validating aptitude and achievement measures,” by George Burket and “Fitting a model of school learning to aptitude and achievement data over grade levels,” by John Carroll. In R. Green (Ed.), The aptitude achievement distinction. Monterey, CA: Proceedings of the Second CTB/McGraw Hill Conference in Educational Measurement.
Porter, R. B., & Porter, A. C. (1969). Psychological evaluation of the hearing handicapped. In J. Griffith (Ed.), Persons with hearing loss. Springfield: Charles C. Thomas Publishers.