This study validates an Adaptive Equity-Oriented Pedagogical Competency (AEPC) assessment, a measure of college instructors' teaching effectiveness. AEPC integrates core elements that have together been shown to improve student learning by over a letter grade. These elements include: 1) Clarifying learning outcomes, 2) Aligning formative assessment with learning outcomes, 3) Identifying students' competencies, needs and interests, 4) Understanding equity barriers to meeting outcomes, 5) Adapting based on needs and barriers, and 6) Iterating: Reflecting upon pedagogy to support continuous learning. Developed under Wilson's (2005) validity framework and calibrated using a partial credit Rasch model, the AEPC measure has both high reliability (0.94) and significant correlation with independent reviews of instructional quality. This measure includes materials that are often included in portfolios used in part to evaluate college teaching, such as teaching philosophy and practice statements, learning outcomes, formative assessment, and reflections on teaching (Seldin, Miller, Seldin, 2010). Unlike course evaluations, this measure shows no gender or URM assessment bias. A learning progression of inclusive practices shown to improve student success provides a measurement foundation for the AEPC assessment.