<![CDATA[The rapid transformation of digital technologies in education shifts the traditional assessment process into a more flexible and data-driven approach that supports evaluating students’ learning. In the Indonesian context, the teachers primarily use digital technology for administrative purposes and as a substitute for written exams rather than supporting formative assessment strategies and contextual summative assessments. The current study seeks to close a research gap by exploring high school teachers’ sensemaking towards integrating digital assessment into classroom learning. This study is drawn from sensemaking theory by Karl Weick in 1995, which emphasizes the individual making sense process based on their experiences, beliefs, and environments. In this context of study, this theory explains how teachers interpret, negotiate, evaluate, and adapt to the digital assessment integration based on their prior knowledge, beliefs, contextual constraints, and learning objectives. The study used a qualitative research design through semi-structured interviews with four high school teachers from different schools, subject areas, and years of teaching experience. The finding shows that teachers adapt digital assessment based on institutional mandates, learning objectives, and students’ characteristics. Teachers perceive digital assessments as highly effective for enhancing administrative efficiency, professional routine, and student engagement, particularly through creative projects. However, they position digital tools as supplements rather than replacements, as DA is deemed less effective in capturing students' moral character, productive skills (e.g., speaking), and authentic presence. Furthermore, the study reveals that teachers ensure assessment integrity through technological control and foster transparency by providing parents with real-time access to students' progress.]]>
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