To address the limitation of lacking interactivity in conventional peer assessment, this study proposed an interactive peer assessment approach and examined its effectiveness in an undergraduate course for preservice teachers (PSTs). Seventy-two PSTs were randomly assigned to the interactive or conventional group. The results indicated that the interactive group outperformed the conventional group with regard to technology-enhanced learning design skills, feedback quality and feedback uptake. Furthermore, feedback uptake was identified as a mediating factor to the effectiveness of the interact...
