Abstract This article is a bibliometric analysis and literature review, having a central axis the evaluation mediated by Intelligent Tutors Systems (ITS) in education, seeking to establish state of the art on the implementations executed in the last 42 years and their impact on the evaluation process. It was based on a bibliometric analysis of 1,890 abstracts, allowing to establish the main information sources in the field. The first filter was carried out with R software and bibliometric techniques with a general search equation that allowed access to all the production of ITS registered in Scopus; this analysis used keywords and summaries. Subsequently, with the help of artificial intelligence, text mining was used to identify topics of interest in the scientific community, followed by new filtering. Finally, the selected full texts were analyzed with NVIVO software extracting emerging challenges in the field, obtaining 164 complete texts for analysis. Among the main findings, the primary purpose of evaluation in ITS was summative, peer evaluation and self-evaluation did not have the same level of importance as hetero evaluation, and ITS focus was quantitative; all this allowed us to conclude that the analyzed texts did not implement a holistic perspective.