Student ratings have long been used by many institutions of higher education as a primary form of summative evaluation of teaching. In recent years, studies have brought into question the validity of student ratings, highlighting the need for more effective evaluation methods that recognize and reward evidence-based teaching practices. To begin to frame the national conversation around the reform of teaching evaluation, the Roundtable on Systemic Change in Undergraduate STEM Education convened a 2-day workshop September 11-12, 2019, to discuss issues around recognizing and evaluating science teaching in higher education. Participants included experts in the fields of teaching and learning, as well as faculty from a range of institutional types, engaged in evaluation reform. This publication highlights the presentations of the workshop. [Susan J. Debad served as Rapporteur. Additional support from the National Science Foundation via a subaward from the University of Massachusetts, Amherst.]