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AbstractA peer review protocol that serves both formative and summative functions has been implemented at North Carolina State University. For summative evaluation, two or more reviewers use standardized checklists to independently rate instructional materials (syllabus, learning objectives, assignments, tests, and other items) and at least two class observations, and then reconcile their ratings. For formative evaluation, only one rater completes the forms and the results are shared only with the faculty member being rated rather than being used as part of his/her overall teaching performance evaluation. Pilot test results of the summative protocol show a high level of inter-rater reliability. This paper presents a brief overview of the reasons for including peer review in teaching performance evaluation and the problems with the way it has traditionally been done, describes and discusses the protocol, summarizes the pilot test results, and demonstrates how the use of the protocol can minimize or eliminate many common concerns about peer review of teaching.