AI Formative Assessment in Saudi Education: A Study Across Universities

The introduction of AI-powered formative assessment in Saudi Arabia, as the country rapidly provides a digital transformation to higher education, is already changing the way students get feedback and how they can interact with learning. Universities hope to customize teaching and improve schools using natural language processing tools, especially Arabic. In this cross-inclusive study, the author addresses how AI-generated feedback is communicated and used in various institutional backgrounds. The quantitative results outline modest improvement in student confidence, revisionism, and writing performance; qualitative results indicate ongoing problems regarding cultural relevance, language precision, and integration into the faculty curriculum, notably in the humanities. Also, the problem of unequal digital infrastructure between state and non-state organizations may raise concerns regarding equal access. The results apprise the dire necessity of designing AI tools comprehensively cognizant of culture and localization of NLP systems and practical faculty training to furnish ethical and successful realization of AI in formative assessment.