ABSTRACT
This chapter discusses a research partnership project involving a professional learning series designed collaboratively by two university faculty members and a teacher-technology consultant from a K–12 school district. The series was informed by the TPACK—technological, pedagogical, and content knowledge—framework. It was designed to articulate theory and current practice in assessment, thereby supporting preservice and in-service teachers to develop their digital assessment approaches. The participants engaged in the professional learning and post learning surveys to share how the series influenced their pedagogy and conceptions of assessment in a digital age. Findings demonstrate how dedicated time for teachers at different career stages to work together and explore and reflect on their practice can support a pedagogical repertoire situated around digital technologies and formative assessment.
