Most of the educational programs worldwide have focused on the diverse competences of the students, but in all of them, collaborative learning plays an important role. It is likely that many institutions are unaware of the teaching strategies that can produce collaborative learning in the classroom. Therefore, the present study aimed to design and evaluate the psychometric properties of a scale that examined the frequency of use of teaching strategies that led to collaborative learning in students. Nine subscales were designed, each one measuring a different strategy, these were evaluated by expert judgment and subsequently, they were applied to a sample of 200 high school teachers. Based on the data obtained, it is possible to provide evidence, through exploratory factor analysis and Cronbach’s alpha, of the instrument’s validity and reliability.
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