This poster explores the process of assessing student learning in constructivist digital settings on student engagement, and ultimately students’ academic and social-emotional growth. In particular, this paper examines how explicitly integrated and constructivist digital curriculum better engages students in learning and how this can be measured. We situate our examination of constructivist digital curriculum in a descriptive case study of the Wisconsin Center for Academically Talented Youth, a blended online program that offers stand-alone replacement courses for students in grades 5-8. Early findings suggest digital education can be a vehicle where media is used to create a student-centered, educator-driven and ultimately co-constructed curriculum leading to greater student engagement and learning. Yet, this case also illustrates the significant time, capacity, and communication required when implementing assessment systems in a constructivist digital curriculum.