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.

Why it matters

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.

Key insights

• Universities frequently employ student evaluations of teaching (SETs) across different language tracks.
• Meaningful interpretation of SETs across groups requires evidence of comparable survey function.
• The study examined a 49-item Course Evaluation Survey (CES) in a teacher-preparation program in the UAE.
• Data was collected from 528 students (229 Arabic-track and 299 English-track).
• Both Arabic-medium and English-medium tracks had equivalent learning outcomes, content, assignments, assessments, and objectives, differing primarily in language of instruction and survey administration.
• Multi-group confirmatory factor analysis and differential item functioning (DIF) were used to test measurement invariance.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1917639