This evidence contains the different competencies stated in the seven (7) domains of Philippine Professional Standards for Teachers (PPST) for Beginning Teachers such as the conduct of research in order to design and create an appropriate scoring rubric containing components/criteria that are aligned with learning competencies and objectives of the curriculum. It can be observed also that performance-based activities are highly effective for teaching and learning process amidst the current pandemic. In addition, it exhibits an equitable and accessible learning environment for students (either modular or online distance learning) despite geographical hindrances.

More importantly, the design of this scoring rubric is in compliance of the Domain 5: Assessment and Reporting since it contains features that enable the learners to think strategically and develop higher order thinking skills (HOTS) leading to the realization of desired objectives . Furthermore, the creation of the rubric greatly suggests that the teacher is very well aware on how the assessment data is crucial for the improvement of learning practices and in giving constant feedbacks. Moreover, this evidence is highly effective to monitor and evaluate the learning progress of students. Lastly, it can be observed on the presented evidence the importance of developing teacher's practices which is beneficial for their professional engagement and development while upholding the principle that education must continue while learning will not be compromised.

This evidence covered mostly the expected competencies of the Beginning Teachers stated in the seven (7) domains of Philippine Professional Standards for Teachers (PPST). The creation of an appropriate and well-written test items reflect an effective teaching in approach (either physical or virtual). It also accurately demonstrated and explained the application of Content Knowledge & Pedagogy domain such as the conduct of research in contextualizing ideas and formulating questions that are aligned with learning objectives as well as in the cognitive levels (Bloom's Taxonomy). Thus, it develops the learner's 21st century skills and Higher Order Thinking Skills (HOTS) as mandated by the curriculum requirements.

In relation with this, the created summative exam shows a great understanding on the diversity of learning and in promoting equitable and accessible education despite geographical hindrances (through accessing it either digital or traditional). Furthermore, constructed test-items underwent careful planning, evaluation and scrutiny to ensure that these follow the existing social norms. In addition, the use of this traditional assessment is highly efficient to monitor the learner's progress through having a real time data leading to constant feedback (Domain 5: Assessment and Reporting).

Therefore, this greatly suggest that the teacher is very well aware on how the assessment data is crucial for the improvement of learning practices and profession.