Digital assessment environments create new opportunities for evaluating second-language speaking and writing, yet technology alone cannot secure defensible scores or useful feedback. Pre-service English language teachers need integrated preparation in defining assessment constructs, developing analytic descriptors, applying digital rubrics, calibrating judgments, and using results to support revision. This conceptual and methodological article synthesizes foundational work on rubric quality, language assessment literacy, teacher learning, and the Common European Framework of Reference for Languages (CEFR). It proposes a six-stage, competency-based training framework and illustrates its application through task-specific speaking and writing rubrics, moderation activities, and a performance-based assessment plan for teacher candidates. The framework treats digital rubrics as instruments for making evidence visible and supporting professional judgment, not as automated substitutes for that judgment. Its potential contributions are explicit alignment between communicative constructs and rubric criteria, calibration as a teachable practice, and feedback uptake as an integral component of assessment competence. No participant data were collected and no effectiveness claims are made. The paper concludes with implementation safeguards and a feasible research agenda for examining validity, rater agreement, feedback quality, and transfer to teaching practice.