Comparability of student evaluations of teaching across Arabic- and English-medium higher education tracks: measurement invariance evidence from the UAE

A study conducted in the United Arab Emirates investigated the measurement comparability of a 49-item Course Evaluation Survey (CES) across parallel Arabic-medium and English-medium higher education tracks. The research aimed to determine if student evaluations of teaching can be meaningfully interpreted and compared between these linguistically distinct groups, given that both tracks share equivalent learning outcomes, content, and objectives. The findings regarding measurement comparability are crucial for universities utilizing such evaluations across diverse language instructional settings.

This research addresses a critical methodological challenge in higher education, as the comparability of student evaluations across different language tracks directly impacts institutional decision-making regarding teaching effectiveness, resource allocation, and curriculum development. Ensuring the validity and reliability of such evaluative tools is essential for maintaining equitable standards and fostering academic quality in diverse linguistic environments.

Universities frequently employ student evaluations of teaching (SETs) across different language tracks.

Forward consideration, not a verified fact.