Assessing the Validity of a Language Arts Instruction Log through Triangulation

In this study we attempted to illuminatewhy,measures of instruction sometimes fail to meet discrete tests of validity. We used a triangulation strategy—multiple methods, data sources, and researchers—toinvestigate teachers' and observers' reports on a daily language arts log. Data came from a pilot study of the log conducted in 8 urban public elementary schools. Statistical results increased our confidence in the log's ability to measure:a) instruction at grosser levels of detail, b) instructionalactivities that occurred more frequently, and c) word analysis instruction. Some qualitative evidence gave us greater confidence in the instrument-for example, when teachers differed from observers because they possessed background,knowledge,not available to observers. Other qualitative evidence illustrated dilemmas inherent inmeasuring instruction. Overall, we