El presente artículo tiene por objetivo recuperar la experiencia de fotovoz como herramienta de evaluación formativa del aprendizaje en el estudiantado del posgrado en Pedagogía que cursaron el seminario de Evaluación Cualitativa del Aprendizaje en su edición de enero a junio de 2020 en la Unidad de Posgrado de la Universidad Nacional Autónoma de México (UNAM). Se instaló un seminario de evaluación cualitativa para el posgrado en pedagogía, en el cual se seleccionaron las lecturas a revisar durante 16 semanas, durante las que se revisaron los contenidos de forma analítica y cada sesión cerró con fotovoz siguiendo la metodología SHOWED; cada estudiante recuperó los aprendizajes significativos y fue evaluado por sus pares mediante una rúbrica. Se concluyó la actividad mediante un dossier en formato electrónico e individual que incluye la mejor fotovoz presentada durante el curso. Se diseñó una rúbrica para promover la autoevaluación y fortalecer el desempeño del alumnado durante las sesiones. Los resultados muestran que el alumnado considera que la fotovoz es una estrategia innovadora para la coevaluación y también la autoevaluación con apoyo de la rúbrica. La fotovoz es un recurso didáctico que promueve la alfabetización visual y la narrativa digital en estudiantes de posgrado.

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Los actores del posgrado, instituciones, coordinadores, profesores y estudiantes, tienen un papel fundamental para la mejora continua de la calidad de los programas de posgrado. El propósito fue realizar una propuesta de trabajo que contribuyera a la autorregulación de los actores de los posgrados desde la teoría cognoscitiva social de Bandura. Se diseñó una metodología que abarca los diferentes componentes del PNPC como sigue: el contexto institucional,  la estadística del sistema, la autoevaluación del programa, las fortalezas y debilidades identificadas, el plan de mejoras y los medios de verificación presentados.  El trabajo que se presenta es resultado de seis sesiones de trabajo con algunos programas de posgrado de tres instituciones de educación superior: la UNAM, la Universidad Iberoamericana y la Universidad Pedagógica Nacional, para hacer una revisión puntal de los contenidos. Los resultados muestran cambios en las atribuciones, creencias y metas de los actores de posgrado asociados a la autorregulación.

Background: The criteria for assessing the impact of tutoring are descriptive and results-oriented to train graduate professionals and researchers. The voice of the actors is null and void to identify thoughtful practices that promote the presence of students in academic activities abroad. Objective: To search the international experiences of teachers that enhance the international presence of the students of the master’s degree in Nursing.  Methods: Qualitative research with descriptive design and oriented in tutor experiences to empower students to participate in international academic events. The study population was intentional according to their international track record, experience in tutoring and availability and five tutors from the Master of Nursing Program participated. An interview was conducted via virtual, during pandemic confinement, lasting an hour and a half on average. Interviews were transcribed and analysis categories identified using AtlasTi. Results: Tutoring experiences were systematized into five categories: tutoring perception, tutoring conditions, tutoring objective, relevant tutoring experiences, contribution to master's internationalization. Discussion: Tutoring is a role of great complexity that does not stick to the elaboration of the thesis, it implies dissemination of academic work in international contexts, knowledge of students to plan the accompaniment, establishment of academic networks as results of the program's mobility actions. Conclusions: Postgraduate tutoring involves assessing the significance of research and its scopes that are delimited by the characteristics of the students, the international experiences of teachers, but also of institutional support to support mobility and the linkage promoted by teachers.

Background: The nursing master's degree program of the National Autonomous University of Mexico conducted this self-assessment as part of a larger evaluation research project. The results based on the Psychological Evaluation Manual (PEM), which is used since 2010 and which estimates the general characteristics of the psychological profile of the aspirant students, are shown. Objective: The objective of this study was to analyze the levels of performance of the aspirants to the nursing master's degree program and simultaneously, identify the related academic trajectory variables, based on the Psychological Assessment Manual, and in line with the nursing master's degree formative self-evaluation frame. Methods: The study was descriptive and transversal. The sample was constituted by 169 aspirants to the nursing master's degree program from 2015 to 2020 generations. Results: Some dimensions of the Psychological Evaluation Manual are significant to predict a successful academic trajectory. From the linear regression, it was observed that the variables Abstract reasoning and Avoidance of challenging work explain 18.9% of the variance in the average of the master's, with Abstract reasoning having a higher positive impact beta = .011) while in Avoidance of challenging work it was -.014. According to the, the expected profile of the aspirants to the nursing master's degree program implies medium-high scores on the scales of Academic aptitude, Adjustment to the reference social norms, as well as with Facilitating aspect, while medium-low scores in the scales of Deviation from the reference social norms and Limiting aspects. Conclusions: The study is that the Psychological Assessment Manual inputs valuable information which contributes to better estimate the profile of the aspirants to the program.