Delanoy, NadiaWalz, Jodie2022-07-192022-07-192022-07-19Delanoy, N., Walz, J. (2022). Using a student-centered online professional learning approach to support preservice teacher development in digital assessment practices (learning object). University of Calgary, Calgary, AB.http://hdl.handle.net/1880/114857https://dx.doi.org/10.11575/PRISM/39919This vignette describes the collaboration between the Werklund School of Education (WSE) and an urban school district to offer a student-centered digital assessment professional learning series aimed at preservice teachers. Specifically, by prioritizing preservice teacher assessment development, the collaboration between an adjunct assistant professor and education consultant in educational technology resulted in a rich design of online professional learning. The core intentions were to support preservice teachers’ learning about assessment practices within the digital age, while connecting the learned theories to their practice. In this vignette, we will outline our considerations in the design focus of student centeredness related to the professional learning, how this work supported technology-enhanced practice in a highly interactive learning series, as well as some participant feedback collected at the end of the series.engUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.digital assessmentpreservice teacher educationonline learningonline professional learningstudent-centred learningtechnology-enhanced assessmentpreservice teacher field experiencetransference-focused learningTPACK frameworkonline pedagogyWerklund School of Education Online Pedagogy Series Vignettesother