Knowledge Resource
Research Summary: Comparability of student evaluations of teaching across Arabic- and English-medium higher education tracks: measurement invariance evidence from the UAE
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 8 September 2026
- Last updated
- 21 September 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
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
Related intelligence and resources
Previous
Predictors of the ethical use of generative artificial intelligence in higher education
Next
The more prepared pre-service teachers are, the more fruitful teaching is: a case of complex logarithmic inequalities
A five-function theory-informed instructional design model for developing clinical reasoning
Knowledge Resource
Can education set the agenda for AI? Simulated innovation and pedagogical direction-setting in teacher education
Knowledge Resource
Teachers' artificial intelligence self-efficacy: development and validation of a multidimensional scale grounded in social cognitive theory
Knowledge Resource
Recurring mechanisms of language use across historical pandemic contexts: evidence from Russian and Polish diasporas in Germany during COVID-19
Knowledge Resource
"I can't follow what’s happening": deaf and hard of hearing students’ experiences of communication access in inclusive classrooms
Knowledge Resource
AI governance readiness as institutional capital: a capability-orchestration framework for student retention intentions in Kazakhstan's higher education
Knowledge Resource
Citation
Cite the original work (APA 7)
The original source is authoritative for this citation. Cite the source publication directly — this attribution is pending verification. Open the original source.
Verification
This is an authenticated AZIZ OS resource record.
- Verification ID
- ASA-EXE-2026-00285
- Version
- v1.0 · r0
- Issued
- 8 September 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Comparability of student evaluations of teaching across Arabic- and English-medium higher education tracks: measurement invariance evidence from the UAE
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.