<![CDATA[School literacy programmes are often evaluated by counting books read, overlooking programme goals, resources, implementation, and impact. This study aimed to develop a valid, reliable instrument to evaluate the Reading Log Programme in elementary schools using the Context, Input, Process, and Product (CIPP) model. The study employed a research and development design adapted from Borg and Gall. Five experts in educational evaluation, school administration, and literacy reviewed an initial pool of 50 items, and we field-tested the refined instrument with 50 fifth-grade students at SD Khalifa IMS Primary Bintaro. We examined content validity using the Content Validity Ratio (CVR), the Item Content Validity Index (I-CVI), and the Scale Content Validity Index (S-CVI/Ave); we examined empirical validity using corrected item–total correlations (CITC); and we estimated reliability with Cronbach's alpha. Content validity was high (S-CVI/Ave = 0.94). After screening based on CVR values, expert recommendations, students' reading levels, and balanced dimensional coverage, we reduced the instrument to 20 items. In the field test, 18 items met the empirical validity criterion (CITC = 0.352–0.724), and internal consistency was high (α > 0.90). The study contributes a practical, process-oriented CIPP-based instrument for evaluating reading-habit programmes in primary education, enabling schools to monitor programme context, resources, implementation and outcomes in an integrated manner.]]>
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