There are many approaches to thinking about evaluating teaching and learning. Three approaches used in higher education are often confused with each other. Research on Teaching and Learning, Learning Outcomes Assessment, and the Scholarship of Teaching and Learning (SoTL) all aim to improve educational practices, but they serve distinct purposes, employ different methodologies, and produce different types of knowledge. All three approaches are valuable and legitimate forms of inquiry. The choice among them should depend on a researcher/practitioner’s goals, context, and intended outcomes. Understanding these distinctions helps faculty choose appropriate methods for their goals, allocate time and resources appropriately, and navigate institutional requirements effectively. Learning Outcomes Assessment Learning outcomes assessment is an evaluative process focused on measuring student achievement of identified learning goals. Assessment practice typically: Focuses on improving specific programs or courses Uses direct and indirect measures as evidence of student learning Is conducted as part of normal educational