Current methods of evaluating teaching in colleges and universities fail to encourage, guide, or document teaching that leads to improved student learning outcomes. Here the author presents a measure of teaching quality that is correlated with desired student outcomes, free from large confounding variables, and that can be used to compare the quality of teaching between faculty members, departments, and institutions. In contrast with current methods for evaluating undergraduate teaching, it is appropriate to incorporate the inventory into the institutional incentive system. It also provides a way for faculty members, departments, and institutions to support claims of teaching commitment, improvement, and quality.