Across higher education, educational developers and theirsupporting campus communities are being called upon to scale up evidence-informedpractices, to enhance student experiences, and to document the changes. Thisarticle builds on the work of scholars who have taken up this evaluativechallenge, by examining varied aspects of the evidencing process using anadaptation of Saunders’s (2000) RUFDATA framework for evidencing value.Reflections on emerging patterns and tensions in the evidencing of educationaldevelopment are subsequently discussed. We argue for making evidencing value apurposeful and intentional process, and we chart a path forward for creatingand implementing a vision for the age of evidence.https://doi.org/10.3998/tia.171542pubpub
