Abstract

The student rating of educational quality represents a focus in higher education. This study was conducted to evaluate the suitability of an Arabic translation of student ratings of instructor performance. A total of 463 university student ratings were collected at the end of the semester in twenty-eight sections. Different models were tested using CFA and ESEM to provide evidence consistent with the original instrument to assess the factorial structure of the instrument. Results showed negatively low correlations between factors and course difficulty turn into discriminant validity; on the other hand, the relationships between effective instruction factors themselves are moderate and significant turn into convergent and discriminant validity. Loadings of items were found to be gender-invariant and facilitate comparisons between males and females; Mcdonald’s. Omega coefficient for reliability has been reported. Findings provide additional support to the applicability of the student ratings of instruction instrument outside the country context in which it was developed.