Article

Connection and Reflection: Peer-led Conversations as an Evaluation Approach with Young People

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Abstract

This paper examines the use of peer-led conversations as a culturally responsive evaluation method in a youth-focused out-of-school time (OST) program. Drawing on principles of culturally responsive evaluation and youth participatory action research, the study explores whether and how peer-led reflection sessions can address common challenges in OST evaluation, including power imbalances, limited evaluator–youth relationships, and restricted time for data collection. The program evaluation, through collaboration with program staff and youth fellows at the New York Hall of Science, incorporated three peer-facilitated reflection conversations. Findings suggest that peer-led conversations can provide a comfortable space for youth to share experiences, offer opportunities for connection and self-reflection, and yield valuable feedback to inform program improvement. The study concludes with recommendations for evaluators and practitioners seeking to incorporate more inclusive, youth-centered evaluation strategies in OST settings.

Keywords: Peer-led conversations, Youth participatory evaluation, Culturally responsive evaluation, Out-of-school time programs, Participatory methods, Youth voice

How to Cite:

Jocz, J., Umer, L. & McMillan Culp, K., (2026) “Connection and Reflection: Peer-led Conversations as an Evaluation Approach with Young People”, Practical Assessment, Research, and Evaluation 31(2). doi: https://doi.org/10.7275/pare.3329