The purpose of this action research is to evaluate the impact of gamified peer feedback in a high school English Language Arts classroom at Southern Charter High School. National assessments on writing show that student proficiency is low in part because many high school students lack revision skills. Compounding the problem is that as classroom sizes grow, teachers have less time to give the feedback that students need to improve. Peer feedback shows great promise in being able to solve the feedback problem, but it must be carefully structured to be effective. This study will be guided by three research questions: (1) What impact does gamified peer feedback have on the quality of peer feedback given by tenth grade ELA students at Southern Charter High school?; (2) What impact does the type of peer feedback given and received have on their writing improvement?; and (3) What are the effects of gamified peer feedback on low versus high ability students' writing improvement? The study will utilize a concurrent mixed-methods design approach with a class of approximately 25 student participants in a tenth grade English Language Arts class. Students will experience approximately twelve class periods of a gamified peer feedback innovation in conjunction with writing four essays over the course of fifteen weeks in their semester. Qualitative data including peer feedback comments and peer feedback videos will be collected in addition to quantitative data from analytic scoring rubrics and analyzed using descriptive and inferential statistics to determine if their writing is improved. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en US/products/dissertations/individuals.shtml.]