Quality education is a primary objective for educational policies, especially in higher education. However, it is difficult to conceive of a quality process without a baseline; that is, making an assessment of the current state of the object of study with the use of measuring instruments that assess teacher performance from different perspectives while considering the different actors in the educational process. Therefore, the aim of the present study is to translate, adapt and validate a scale which measures Instructional Quality from the perspective of the student. We worked with a non-probabilistic sample of 278 students from 3 normal schools and a sub-campus of UPN Ciudad Obregón campus in the state of Sonora, Mexico in the 2017-2018 cycle. The procedure for the analysis of the information begins with validation of confirmatory factor analysis, in addition to calculating reliability indexes. The results obtained support the use of the model to measure the construct of Instructional Quality in Sonoran trainers. It is worth mentioning that the values of validity and reliability make the measurement model sustainable.
 

Higher education; Teaching; Teacher evaluation; Measuring instrument; Psychometrics.