Co-evaluation: Extending Co-design by Positioning Youth as Evaluators to Surface Situated Values
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Jin Yu, SungYun Jung, Betsy Disalvo, HyunJoo Oh [PDF available upon request] 
In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (CHI '26)​​
Overview
Co-Evaluation introduces a reflective phase that extends co-design by positioning youth as evaluators, not just creators. Rather than leaving evaluation to researchers, this approach invites youth to critique prototypes through structured prompts (See–Think–Wonder), peer dialogue, and contextual grounding, helping them articulate situated values connected to everyday life.
Why Co-Evaluation?
  • Bridges design & reflection: Moves beyond generative making to structured critique.
  • Surfaces youth-elicited values: Reveals what makes designs meaningful in daily use.
  • Balances power: Shifts evaluation from adult-led to youth-driven.
  • Supports learning: Encourages reasoning, justification, and recognition of trade-offs.
 
Key Findings (Case Study: 41 Youth, Ages 12–14)
  • Translation for Inclusion – bridging language and cultural divides.
  • Context-Aware Responsiveness – devices that adapt naturally to situations.
  • Reliable Performance – trust in durability, safety, and consistency.
  • Form Factor as Fashion – wearables as style and self-expression.
  • Ambient Sharing – lightweight, always-on presence with peers.
Contributions
  1. Conceptual definition of co-evaluation as a reflective extension of co-design.
  2. Framework: scaffolds + peer dialogue + contextual grounding.
  3. Empirical insights from two workshops with 41 youth, showing how evaluation surfaces situated values often overlooked in generative design.