Teachers’ Perceptions of the Feasibility of Using Generative Artificial Intelligence in Developing Multiple-Choice Questions for Formative Assessment in Saudi Arabia

Formative assessment is instrumental in improving instructional effectiveness and fostering students’ ongoing learning and academic development. With the accelerating development of digital technologies, generative artificial intelligence (GAI) has recently arisen as a promising educational tool that can support teachers in designing assessment tasks, particularly through the automated generation of multiple-choice questions (MCQs). Such technologies have the potential to enhance efficiency, provide diverse assessment items, and support more dynamic evaluation practices. However, despite the increasing attention given to artificial intelligence applications in education, empirical research exploring teachers’ perceptions of the practicality and feasibility of using generative AI for formative assessment remains comparatively limited, especially within the context of the Saudi educational system. Accordingly, this study sought to examine teachers’ perspectives of the feasibility of employing generative artificial intelligence (GAI) to develop multiple-choice questions (MCQs) that support formative assessment practices in Saudi high schools. To achieve this objective, the study was conducted using a quantitative descriptive survey design. Data was gathered through a structured survey instrument distributed to a sample of 40 secondary school teachers in the Al-Baha region. The collected responses were subsequently examined using descriptive statistical techniques to determine educators’ perspectives regarding the use of generative AI in assessment development. The findings indicate that teachers commonly perceive generative AI as a potentially significant tool for supporting formative assessment, particularly in improving assessment efficiency and generating diverse question items. However, participants also reported several challenges, including limited technical skills, insufficient training, and ethical approval associated with AI use in education. The findings underscore the importance of professional development and institutional support in promoting the responsible and effective integration of AI technologies within educational assessment practices.