手法を比較

	学級環境尺度	ピアラーニングスケール
分野	教育心理学	教育心理学
系統	Process / pipeline	Process / pipeline
提唱年	1974	2000s
提唱者	Moos, R. H.; Trickett, E. J.	Various; based on collaborative learning theory
種類	Student or teacher survey (True/False)	Self-report questionnaire or observation
原典	Moos, R. H., & Trickett, E. J. (1974). Classroom Environment Scale: A method for assessing the social climate of classrooms. Consulting Psychologists Press.	Topping, K. J. (2009). Peer assessment. Theory into Practice, 48(1), 20–27.
別名	CES	PLS
関連	5	5
概要	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.	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.