Tutors' performance evaluation: a feedback tool for the PBL learning process

Abstract

In the implementation of problem-based learning (PBL) programmes, increased attention is being paid to the role of teachers as tutors. The purpose of this article is to describe the different stages of the tutors' evaluation process within a single discipline using a PBL programme, and to present the results of their performance evaluation in two academic years. A checklist (with items corresponding to the tutor's tasks in PBL) was applied. This tool was considered both by students and by tutors as an excellent formative instrument and an essential framework for monitoring and assessing the pedagogical process. Moreover, the findings of this study confirm the existence of different tutoring styles valued by the students and also the importance of continuous feedback in the improvement of the teachers' pedagogical performances.