<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982022000200045</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2022.176.60253</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Caracterización de los instrumentos de evaluación de tutores universitarios en México]]></article-title>
<article-title xml:lang="en"><![CDATA[Characterization of assessment instruments for university tutors in Mexico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ponce Ceballos]]></surname>
<given-names><![CDATA[Salvador]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Cabrero]]></surname>
<given-names><![CDATA[Benilde]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romo López]]></surname>
<given-names><![CDATA[Alejandra Margarita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aviña Camacho]]></surname>
<given-names><![CDATA[Issac]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Baja California  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,alemromo@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma de Baja California  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>44</volume>
<numero>176</numero>
<fpage>45</fpage>
<lpage>64</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982022000200045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982022000200045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982022000200045&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Con la intención de aportar al campo de la evaluación de la tutoría y mejorar los procesos sobre esta materia en instituciones mexicanas, el presente artículo documenta los resultados de un ejercicio investigativo de tipo cuantitativo que buscó caracterizar, desde un alcance exploratorio, los instrumentos con los que 28 instituciones de educación superior de México, de 24 estados, evalúan a los tutores de licenciatura. La estrategia consistió en analizar los instrumentos a partir de un proceso evaluativo colegiado. Los resultados permitieron caracterizar los instrumentos en tres dimensiones: competencias del tutor; formato y estructura de los instrumentos; y análisis de los instrumentos. Las conclusiones apuntan a la importancia de mejorar los procesos de diseño, principalmente desde el contenido, tomando en cuenta las tendencias actuales en el ámbito de la tutoría y las realidades de cada institución, así como realizar estudios técnicos que aporten a la validez de este tipo de evaluaciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract With the intention of contributing to the field of tutoring assessment and improving the processes on this matter in Mexican institutions, this article documents the results of a quantitative research exercise that sought to characterize, from an exploratory scope, the instruments with which 28 higher education institutions in Mexico, from 24 states, evaluate undergraduate tutors. Our strategy consisted of analyzing the instruments based on a collegiate assessment process. The results allowed us to characterize the instruments regarding three aspects: tutor skills; instruments format and structure; and instrument analysis. The conclusions point to the importance of improving design processes, mainly regarding content, considering current trends in the field of tutoring and the realities of each institution; as well as of carrying out technical studies that contribute to the validity of this type of assessments.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tutoría]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[instrumentos]]></kwd>
<kwd lng="es"><![CDATA[diagnóstico]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[tutorships]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[instruments]]></kwd>
<kwd lng="en"><![CDATA[diagnosis]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
</kwd-group>
</article-meta>
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