The paper presents a proposal for teaching evaluation tools particularly useful to postgraduate studies, which involve specific characteristics in regard to the orientation, dynamics and communication approaches that correspond to this education level. The general purpose of this proposal resides in offering alternative evaluation instrument to those generally used at the bachelors or pre postgraduate studies level, which also involves the distinction between teaching and tutoring activities.

This proposal is based on the education model underlying a Mexican private university, where these evaluation tools are being tested. It is also based on the research results carried on with both, professors and students at the postgraduate level. The research is aimed at ponder a set of assessable practices related to teaching activities, which are classified under six dimensions: planning, didactic strategies, communication, evaluation, professional competencies and ethics, and values.

The proposed evaluation tools are designed in order to allow students to assess teaching performance, based on both, open and close questions, which in turn provide feedback to the teaching and tutoring activities, at the specialty, master’s and doctorate levels.

Teaching evaluation, postgraduate studies evaluation, evaluation tools, evaluation according to the context.