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

In the implementation of problem-based learning (PBL) programmes, increased attention is being paid to the role of teachers as tutors. The put-pose 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 t he results of their performance evaluation in two academic years. A checkli st (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 formati ve instrument and an essential framework for monitoring and assessing the p edagogical process. Moreover, the findings of this study confirm the existe nce of different tutoring styles valued by the students and also the import ance of continuous feedback in the improvement of the teachers' pedagogical performances.