Brazil Pre-assessment

Directions: Take the following pre-assessment. You are allowed to use any technology you have
or a chrome-book. Make sure to keep track of your resources you will need them for the
final question. Answer the questions to the best of your ability.
1. Write a short response to the following question.
How do the interactions between people, place, and their environment in Latin America cause
problems? If problems are caused, are there any resolutions? If yes, provide real-world examples.
2. Write a short response to the following question.
How does the physical environment affect the place in which people live? Provide real-world
examples.
3. Create a bulleted list on the following question.
How does changing the environment affect the country of Brazil? Provide examples of how the
changing environment can create both positive and negative consequences.
4. Write a short response to the following question.
What are some rules or policies countries have surrounding the use of resources? How does
sustainability of those resources drive policy?
5. Write a short response to the following question.
When thinking about major world events like the World Cup or the Olympics, how does a
country's changing culture or perceptions affect personal actions of individuals? Provide realworld examples.
6. Interpret the following picture by writing a short response of all aspects of the picture.

How to save new sport venues from abandonment? (2014, July 15).
Retrieved September 20, 2015.
7. Researching is no easy task and can take a substantial amount of time. Researchers use many
skills and different techniques. List some of the skills or good research practices you used
throughout this pre-assessment or normally use when conducting research.

8. Create an annotated bibliography in MLA format with three sources you used throughout the
pre-assessment.

Administer the Pre-assessment

A couple of different factors determined how I administered the pre-assessment. The first
factor was the timing of my class. Currently, there is a unit test coming up this week in my
classroom, this did not provided me an ample stopping point to give this pre-assessment. Another
factor was the way I created for students to create personal learning goals. Students had to be
staggered for me to be able to make sure the task was done correctly in an online forum. The preassessment was completed differently between my classes. In two of my classes, it was given in

class, while it was given as an at home online pre-assessment in my other classes. In an attempt
to eliminate as many variables as possible, I tried to give the students in class limited instruction
to mimic an at home assessment.
Observing the students who took the assessment in class, I noticed a few different things.
Like usual, the frustration of not knowing the correct answer gets the best of some of the
students. As the teacher, I try to keep encouraging them to work hard and not let the assessment
affect them. Since this wasnt a typical assessment, I noticed many of them enjoying the
challenge and working extremely hard to do their best. However, there are always the few who
take it not being worth a grade too seriously.
Those who took the assessment at home had unlimited time take it. This led to two
different outcomes. It was clear some students worked extremely hard and gave their best effort.
This was seen within the responses. However, there was the exact opposite as well. Some
students seemed to rush through the assessment and many answers ended up incomplete. In the
end, this may have balanced itself out with those who did not put much weight on it in class.

Analysis of Pre-assessment
18
16
14
12
Exceeds Expectation

10
8

Meets Expectation

Needs Improvement

N/A or Immenent Improvement

2
0
Research

Identification Cause and Sustainability

and
Effect
Evaluation

By combining the data and student responses, instruction can be prioritized. It is clear
from the data that researching skills will need to be a priority throughout the lesson. Students
seemed to be weak in source usage, source identification, and annotated bibliographies. The
identification and evaluation skill seemed to be a little higher scoring. This might be due to the
fact the students had a more focused topic for this question. I will still monitor and prioritize this
just to ensure the data is correct. Another pre-assessment on the topic might be given to doublecheck. The cause and effect skill was extremely high. This does not surprise me as much because
it is a common theme throughout the subject. This skill will be prioritized lower then the others.
The sustainability skill was by far the worst results. I found most students did not understand the
concept of sustainability and its relationship to resources. This skill will also be a high priority
throughout the unit.