<![CDATA[Currently, some teachers are not yet able to conduct authentic assessment comprehensively in early childhood education institutions. This condition occurs because the assessment used still tends to be traditional, whereas authentic assessment is needed to evaluate various dimensions of children’s development more thoroughly. This study aims to explore how professional development and experience in using digital authentic assessment contribute to the development of early childhood education teachers’ professional expertise. This study employed a quasi-experimental pretest-posttest design with experimental and control groups involving early childhood education teachers. The reliability and validity of the instrument were confirmed, and the analysis was conducted using a paired sample t-test after the normality test showed that the data were normally distributed. The results showed that teachers obtained significantly higher competency scores compared to the initial condition. This indicates that the training and practices provided were effectively implemented in teachers’ use of digital assessment. These findings create an implication that participatory and practice-based professional development can improve the digital pedagogical readiness of early childhood education teachers. Future development programs should apply a similar model on a broader scale and integrate continuous mentoring strategies to sustain digital assessment practices among teachers, as well as promote authentic learning in the context of early childhood education.]]>
