At the end of each of the phases of the Design Thinking process, the educator and the migrant woman must use different thermometers on a scale of 1 (minimum score) to 5 points (maximum score), so that the phase can only progress if all the them (both those covered by the educator and those covered by the person receiving the intervention) have a score equal to or higher than 3 points. If not, the phase should be repeated using other tools or adjust the necessary changes.

The educator should specify in detail to the migrant woman the way in which she should evaluate the different thermometers. If necessary, she could use previously Analog scales and then the evaluator must transform the results into the thermometer scores (Minimum 1- Maximum 5).

In order to be able to evaluate the process between each phase, the criteria used in the different thermometers are:

• Empathize: Intended only for the educator, who should rate their satisfaction from 1 (very dissatisfied) to 5 (totally satisfied) points, with respect to the following criteria: openness of the migrant woman, time spent in the intervention during this first phase and satisfaction with respect to the information obtained.
• Define: Aimed at both the educator and the migrant women, to whom specific guidelines must be given, it evaluates the capacity of the protagonist to identify her needs, her ability to define them concretely and the decision of what challenge to face. The scale used is from 1 (strongly disagree) to 5 points (strongly agree), and analog scales could be used to facilitate the evaluation process.
• Ideate The educator objectively evaluates the creativity indicators of fluency (number of ideas put forward by the migrant woman) and flexibility (number of response categories, i.e., themes contributed in the totality of the ideas put forward). In this case, two thermometers are used: for fluency, 1 (one idea), 2 (two ideas), 3 (three ideas), 4 (four ideas) and 5 (five or more ideas); for flexibility, the same criteria are used as for fluency, taking into account the categories. In addition, both the educator and the woman should comment and take into account (without using a thermometer) whether the ideas proposed respond to the personal idiosyncrasy of the protagonist of the process and are therefore adapted to her reality, making reference to the originality of the proposals.
• Prototype: It is intended for both the educator and the migrant woman, to whom specific guidelines must be given. They must assess the capabilities of the woman in order to identify all the significant elements that make it possible to solve the problem, propose a temporally adequate sequence and precisely define the steps to be followed. Again, analog scales could be used to facilitate the evaluation process, subsequently transforming the results into scores from 1 point (strongly disagree) to 5 (strongly agree).
• Realize: In order to assess the progress made in the last phase, instead of using thermometers, questionnaires or meetings are proposed to evaluate the implementation of the prototype according to the plan, taking into account criteria such as: persistence and resolution of difficulties during the process, autonomy and empowerment of the migrant woman to carry out the plan and resolution of the challenge posed.