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Implementation of Formative Assessment in an Armenian Setting The purpose of the present study was to investigate what effect formative assessment can have on the achievement of the students learning English in an Armenian setting. The study was quasi experimental and was carried out in the Experimental English Classes (EEC) at the American University of Armenia (AUA). Two groups were involved in the study, the experimental and the comparison. The experimental group received treatment and the comparison group did not. Besides, the current research was aiming to find out the students' perceptions and attitude towards formative assessment.
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