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Research on Evaluator Education and Training: Conceptual and Practical Bounds for a Scholarship of Teaching and Learning (SoTL)

Leah C. Neubauer et al.

New Directions for Evaluation2025https://doi.org/10.1002/ev.70011article
ABDC B
Weight
0.46

What the paper says

ABSTRACT In this article, we contextualize research on evaluator education and training (RoEET) within its historical context by grounding it in a RoE framework posed by Mark and a landscape analysis by King and Ayoo. We then link RoEET with contemporary views on philosophical, applied, and empirical dimensions of the scholarship of teaching and learning (SoTL), discipline‐based educational research (DBER), and critical adult education to offer clarity and specificity on potential conceptual and practical bounds for this area of study. Considerations for scholars and practitioners alike are detailed.

4 citations

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https://doi.org/https://doi.org/10.1002/ev.70011

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@article{leah2025,
  title        = {{Research on Evaluator Education and Training: Conceptual and Practical Bounds for a Scholarship of Teaching and Learning (SoTL)}},
  author       = {Leah C. Neubauer et al.},
  journal      = {New Directions for Evaluation},
  year         = {2025},
  doi          = {https://doi.org/https://doi.org/10.1002/ev.70011},
}

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Research on Evaluator Education and Training: Conceptual and Practical Bounds for a Scholarship of Teaching and Learning (SoTL)

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Evidence weight

0.46

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.37 × 0.4 = 0.15
M · momentum0.60 × 0.15 = 0.09
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.