Related Data for: Supporting students’ uptake on peer feedback in collaborative argumentation: A design-based research

Students’ uptake of peer feedback is closely related to their learning improvement in peer feedback activity. However, the uptake of peer feedback remains challenging for students. To address this challenge, this study conducted design-based research to facilitate students’ peer feedback uptake practices. Three cycles of iterative designs were implemented to develop, implement, and evaluate a tool to scaffold the peer feedback uptake in classrooms. The findings indicate that the reflection tool effectively enhanced students’ uptake of peer feedback. The iterative design practice added value to the existing literature of peer feedback literacy and fine-tuned pedagogical scaffolds for peer feedback uptake.