قارن الطرق

	مقياس التعلم من الأقران	مقياس بيئة الفصل الدراسي
المجال	علم النفس التربوي	علم النفس التربوي
العائلة	Process / pipeline	Process / pipeline
سنة النشأة	2000s	1974
صاحب الطريقة	Various; based on collaborative learning theory	Moos, R. H.; Trickett, E. J.
النوع	Self-report questionnaire or observation	Student or teacher survey (True/False)
المصدر التأسيسي	Topping, K. J. (2009). Peer assessment. Theory into Practice, 48(1), 20–27.	Moos, R. H., & Trickett, E. J. (1974). Classroom Environment Scale: A method for assessing the social climate of classrooms. Consulting Psychologists Press.
الأسماء البديلة	PLS	CES
ذات صلة	5	5
الملخص	The Peer Learning Scale measures the extent and quality of collaborative learning experiences among students, capturing the frequency of peer interaction, perceived support from peers, quality of peer feedback, and learning gains from collaboration. Grounded in social-constructivist theory and decades of research on collaborative learning, the PLS assesses a critical dimension of the modern learning environment: peer interaction is not incidental but a core mechanism of learning through explanation, feedback, and distributed cognition.	The Classroom Environment Scale is a comprehensive instrument measuring the social, emotional, and organizational climate of educational settings. Developed by Moos and Trickett in 1974, the CES assesses students' or teachers' perceptions of classroom relationships, instructional climate, and classroom management. By providing a multidimensional profile of classroom environment, the CES enables educators to identify strengths and opportunities for improvement in classroom culture, directly informing interventions to enhance student engagement, achievement, and well-being.