Introduction

There are several models aimed at evaluating teaching performance that consider teaching as an institutional project to increase the quality of education.

Objective

The purpose of this study was to assess the evolution and transition of the various instruments associated with the process of assessing teacher performance at the UNAM Faculty of Medicine in Mexico City, in terms of content and evidence of reliability and validity.

Method

The study is analytical, longitudinal and retrospective, in which the following instruments are analysed: METEBQ-B, COED, and OPINEST, in three phases; a) contrast of structure and content; b) contrast of psychometric values, and c) contrast of the dimensions with trends and other prevailing models.

Results

The instruments have a Likert scale, reliability greater than 95, an explained variance greater than 50%, and a variable range of ítems from 24 to 44. As regards content, the instruments have moved from a focus on assessing student satisfaction to an assessment of teaching competencies. The instrument dimensions in the latest versions are consistent with national and international benchmarks

Discussion and conclusion

The evaluation of teaching performance is one of the pillars that can sustain the quality of the education system. The Department of Medical Education at UNAM at UNAM Faculty of Medicine has developed several instruments that show evidence of validity and reliability.