Gunel Nureddin Mammadova

Published: 25/09/2026

SUPPORTING FORMATIVE ASSESSMENT WITH EXPLAINABLE ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION: A TEACHER-SUPERVISED PEDAGOGICAL APPROACH

Abstract. The article examines the support of formative assessment with explainable artificial intelligence in higher education from a theoretical and pedagogical perspective. AI is presented not as an automated assessor replacing teacher judgement, but as a tool that makes learning evidence visible and prepares justified options for the next learning step. A conceptual synthesis of formative assessment, self-regulated learning, and human-centred AI literature informs a teacher-supervised model combining teacher validation, student self-assessment, data minimization, and the possibility of challenging a decision. It is argued that pedagogical value depends not only on predictive accuracy but also on the comprehensibility, actionability, and fairness of explanations.

Keywords: formative assessment, explainable artificial intelligence, personalized learning, higher education, teacher supervision

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