This qualitative-interpretive study explored technology as an innovation, design principles of digital badges, the core features of professional learning, and adult learning theory's assumptions to conceptualize digital badge quality and rigor and facilitate digital badge evaluation as a professional learning design. A problem exists in designing effective K-12 professional learning that meets teachers' needs and is valued enough to change teacher practice in the classroom. The research design included a four-phase methodology (Boone & Higgins, 2012). In phase I, the researcher used the literature to create an explanatory framework and evaluation rubric for assessing the quality and rigor of digital badges (Mize, Park, Schramm-Possinger & Coleman, 2020). Phase II generated data from formative use and review of the rubric by practitioners. In phase III, experts were to use, review, and field test the rubric; however, the phase was suspended (Boone & Higgins, 2012). Phase IV was the researcher using the rubric to develop a landscape survey of openly accessible digital badges for educators. The study provides a tool for making professional learning decisions at the personal, school, and district levels for school improvement. A comprehensive system to evaluate digital badge quality and rigor would help plan an effective professional learning system for teacher learning and practice to improve student achievement. Limitations include low response rates, perceptions that the rubric is too comprehensive, and the lack of the phase III expert use and review. Practical implications include professional learning decisions as virtual learning, on-demand learning, and flexibility are part of education's future. Digital badges offer a cost-effective means for school improvement. The rubric supports meeting the educators' needs by providing differentiated adult learning. Future research recommendations include expert review, quantitative study of reliability and validity, user training, and transfer of the rubric's use. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]