Student evaluation of teaching (SeT) is ubiquitous in higher education but has been criticized by many scholars because of low use for course improvement benefiting student learning. Academic developers (ADs) are responsible for pedagogical courses and to support leadership and academics in processes enhancing educational quality. We could therefore expect ADs to play a key role in SeT practice. This paper investigates how Norwegian ADs and Academic Development Units (ADUs) are engaged in SeT practice. Norwegian academic leaders of twelve ADUs are interviewed about ADs' roles and responsibilities in evaluation policy and SeT practice. The empirical data are analyzed by using the terms 'accountability' and 'professional responsibility' aiming to better understand the use of SeT. Before the turn of the millennium, ADs were actively engaged in SeT practice, but our study found that they are no longer central actors and little time is spent on the topic in pedagogical courses. Today evaluation is dominated by accountability logic and is professionalized by administration and leadership. We will argue that there is a potential to strengthen SeT as a tool for educational development by inviting ADs into evaluation policy development and by including evaluation as part of pedagogical courses.