Lessons Learned from Sequential Assessment in the Master’s Program in University Pedagogy

Abstract

This article presents a systematization of experiences on the implementation of sequential formative assessment in two compulsory modules of the Master’s Degree in Education with an Emphasis on University Pedagogy at the National University of Costa Rica (UNA). The purpose was to analyze the learning outcomes, strengths, tensions, and challenges arising from the use of didactic sequences with a flipped classroom approach and process-based feedback as an assessment strategy with an adult postgraduate population. The guiding question explored the nature of the formative experience when assessment is distributed across progressive submissions, articulated through clear criteria and continuous teaching support. Methodologically, the study was conducted from a qualitative approach based on the five stages of systematization proposed by Jara (2011), integrating documentary analysis, the review of pedagogical mediations, and a questionnaire with open- and closed-ended questions addressed to students. The results show that students valued feedback mediation, strengthened self-regulation practices, and improved their final products. Likewise, tensions emerged related to time management, academic workload, and the limited articulation between the work carried out in the modules and the development of the final graduation project.