Girls Group Mentoring Toolkit

This Girls Group Mentoring Toolkit provides the tools, resources and support to create, implement, deliver and evaluate a quality group mentoring program for girls, ages 9-13, in your community. The Toolkit is intended to be used in a range of communities, and can be adapted to the unique values, needs, strengths and challenges that each community encompasses.

Reflecting, Learning & Improving

Evaluation Activities

It is important to remember that evaluation activities should be girl-friendly and use mediums for data collection that will interest and reflect the girls participating in the program. It’s also important to consider literacy and language accessibility, so that evaluation measures accommodate different levels of literacy and language ability for all participants. Some programs may need to translate evaluation documents into other dominant languages, depending on the community.

Evaluation requires some upfront planning in order to be able to effectively track, record, analyze and report on what you have learned. Some evaluation activities may include:  

  • Identifying questions that are important to you and to your program stakeholders about the program, how it’s working and what difference it is making.
  • Assessing participant change over time. This is generally done through use of a pre- and post-survey based on the program outcomes, but can also be collected through narratives and stories.
  • Including processes for staff to review and evaluate the effectiveness of program implementation and activities in support of the intended program outcomes. This can be done by collecting staff and participants observations and reflections of the programming experience.
  • Encouraging ways for all program stakeholders to contribute, whether through a survey, focus group, community discussion or simply asking them how they feel this program is making a difference.
  • Bringing mentors together to discuss program implementation and effectiveness. Such processes also continue to build relationships with staff, demonstrate a commitment to the quality of their mentoring experience and can promote mentor retention.
  • Tracking and recording relevant data. This can include how often the group mentoring occurs and attendance at each of these sessions, as well as frequency, duration and total length of time that specific mentors and mentees interact.
  • Tracking and recording the involvement of community partners (e.g. Who referred mentors or mentees? Who provided resources or supplies?).
  • Noting what unfolded differently than planned (e.g. certain processes like mentor recruitment took longer than expected; mentees bonded more strongly with other mentors in the group than the mentor with whom they were matched). This can provide clues to program improvements, or ideas on how the program can be modified to better fit the preferences or experiences of mentors and mentees. Community partners or stakeholders can also then be engaged to understand the importance of their roles and how they can help enhance the program effectiveness (e.g. more active distribution of mentor recruitment information).

It will be important to create some evaluation tools before you begin to implement your program plan. These can include: charts to record consistency of attendance; journals or logs to summarize and record what happens at each group mentoring session; participant feedback opportunities; and pre- and post-surveys. For instance, asking participants for their feedback at regular intervals can contribute to program improvement and help you track changes in participants over time. A sample participant evaluation form can be found in the Additional Resources of this section as an example of what kinds of questions could be asked in evaluation activities.

Contact: mentoringgirls(at)