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The article deals with the problem of modeling the individual educational trajectory of students in small-scale schools operating in conditions of teacher shortage and combined classes. The study aims to substantiate the methodological potential of formative assessment as a tool for differentiation and personalization of the educational process in small schools. In the course of the narrative, methods of observation of the pedagogical process, criteria characteristics, and comparative analysis of international and domestic practices were used.
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Kozhaniyazova et al. (2026) studied this question.
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