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

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.