UNIVERSITY OF CENTRAL FLORIDA
College of Education
I. Descriptive Information
Department:
Course Title:
Course Number:
Course Credit:
Prerequisites:
Intended Audience
Semester:
Instructor:
Dept Coordinator:
Office:
Office Hours:
Child, Family, and Community Sciences
General Methods/Testing Evaluation in Voc. Ed
ECT3365
3 hours
None
Undergraduate
Fall 2014
Julie Golden Julie.Golden@ucf.edu
Judith Montilla
Education Complex Bldg. 123N
SKYPE by appointment
Catalog Description: General teaching methods, testing, and evaluation. Techniques specific to
Career & Technical Education - (UCF Graduate Catalog)
Course Overview:
Four main functions of a (new) teacher have been identified and are stressed in this course.
These are:
•
Plan
•
Manage
•
Teach
•
Assess
Each of these four functions will not only be described by the instructor, but discussed and reflected
on by each student in the course. Experience and comments from former students describe this
Web-based environment as supportive, enabling you to interact daily with others regardless of
physical location. Many comments have emphasized "having much more support in a Web-based
course than in traditional classes." Whether you are already a teacher, trainer or you have never
been a professional educator before; you will find this course environment informative, resourcerich, and supportive. However, YOU must participate daily to get the most benefit. Remember the
student has to WANT to learn in order to learn.
There are six activities in this course. Activity three is a group project. All of the other activities
require individual work as well as participation in the class discussions. I suggest you print out the
course schedule to make sure you are aware of the due dates for all assignments.
II. Statement of Course Goals and Objectives
KEY: FEAP/PEC = Florida Educator Accomplished Practices / Professional Educator
Competencies
1
Quality of Instruction
(a) Quality of instruction
Quality of Instruction
1.
2.
3.
4.
Instructional Design and Lesson Planning
The Learning Environment
Instructional Delivery and Facilitation
Assessment
(b) Continuous Improvement, Responsibility and Ethics
5. Continuous Professional Improvement
6. Professional Responsibility and Ethical Conduct
Objectives: At the completion of this course students will be able to:
1.
2.
3.
4.
5.
6.
Identify the content needed to coincide with Florida Frameworks
List and describe the competence needed.
Identify your audience.
Describe how the content is related to the workplace.
Describe accommodations made for individual differences.
Incorporate pre-selected components into a Teaching/Learning Plan (T/LP) (commonly
termed a course syllabus) for a course you teach or train.
7. Locate the Florida Department of Education, Workforce Development, Standards,
Benchmarks & Frameworks Section at Workforce Education - Career, Technical and Adult
Education on the Internet.
8. Identify the characteristics of your audience - the learner.
9. Explain the domains of learning
10. Plan for overall CLASSROOM MANAGEMENT
11. Plan for student PARTICIPATION
12. Describe ETHICAL PRACTICES as a vocational teacher
13. Assure VOCATIONAL SAFETY in the classroom and laboratory
14. Prepare for GENERAL SAFETY
15. Offer examples of other DOCUMENTATION required of teachers
16. Using a Plan, teach one occupational skill to students, involving active participation from
"student" via the Web.
17. From feedback, revise the Plan for use to a future in-person class.
18. Develop either a checklist or rating scale to use in observing a skill selected from the course
you have selected to teach.
19. Develop an observation method based upon one item from the course you will teach that
reflects an "attitude" or value.
20. Develop selected test items based on "knowledge" objectives from the course you will
teach, as used in a previous activity.
21. Differentiate among the different domains, types of assessments, and action verbs in
competency statements on an exam.
22. Reflect on accomplishments during the term of this course and post what has been learned
and what has influenced you as a teacher or trainer.
2
III. Required Texts and Readings
Required Text and Software: None
Research and Articles: Included in Assignments
Supplementary Materials:
UCF Library Access:
See Bibliography at the end of this document
Library ID Number Request Form
IV. Academic Course Requirements
1. Activities (80%)
Your written work must be professional in appearance. It should be free from grammatical
and spelling errors.
It is very important that your work be posted on or before the published due date and on
time. Consult your course schedule for specific dates and times. Please see the grading
“procedures” provided below.
2. Examination (10%)
There will be one overall final exam at the end of the course. It is weighted at 10% of the
total course grade. Turnaround dates for this varies-but are usually one week. Pay
attention to course Schedule.
3. Reflection (5%)
In each course we require a reflection at the very end of the course. It is done to offer you
an opportunity to sit and think about the course-any aspect of it-and note your reflections.
4. Professionalism (5%)
Part of being a professional in education is modeling behaviors. You are or will be a
professional educator/trainer and as such are expected to adhere to quality standards in the
(virtual) classroom. Five points will be assigned about midway through the course.
Mid-Term Professionalism Guidelines
Will provide on-line assistance to peers that is within his/her capability in a professional,
respectful manner.
Will complete all assignments on time as per the course calendar and will check
announcement board for any changes that may occur.
Will use netiquette in all communication. No slang, caps, or abbreviations in any
communication. Only use standard font/size, such as Times New Roman, Calibri, or
Arial in font 10, 12 or 14. Italics and bold face fonts may be used sparingly.
Will use full, complete sentences with correct spelling, grammar, and punctuation on a
regular basis in all course communications.
Will choose positive word choice and positive tone when writing. For example, "No
problem. Forget about it" can be rewritten to "You're welcome. It is my pleasure.”
V. Administrative Course Requirements
3
Possible
Percentage
Points
1%
1%
1%
1%
1%
Attendance. This course places a strong emphasis upon the interaction of the students therefore
you are expected to log on to the course at least twice a week (daily is better). Each time you log on,
you are required to check your course email, announcements, and discussion boards and reply as
necessary. This is considered “attending class.” The failure to attend class will negatively affect
your grade.
Late Assignments. The schedule of due dates for assignments is posted at the beginning of the
course. You have the entire semester to plan how you will meet each assignment deadline. If a due
date falls during a family or work vacation, it is YOUR responsibility to make adjustments to
YOUR schedule.
One point per day late will be deducted from your overall grade for that assignment, for example, if
you are three days late, you will lose 3 points for the late assignment.
Please email the professor if you are having difficulty meeting course deadlines. You must make
arrangements with your instructor PRIOR to a missed deadline.
VI.
Evaluation and Grading System
All of our courses use the same grading scale and follow the same grading procedure. This is based
on specific principles:
1. The work you do is performance-based, assignments are actual or simulate real world work.
2. There is one opportunity to revise selected work within one week of scored date.
3. Work is assessed using criterion and not norm-referenced; a "normal curve" is not used in
calculating grades or activity scores in our courses.
4. Exams, as such, are weighted lower than in most other college courses, hence we attempt to
treat adult learners as adult learners. There are no make-up exams.
5. A "participation" component termed "Professionalism" is included in each course to
simulate required participation in real-world work.
Listed below is the grading scale used in the course. Points given to each assignment are seen in the
course's "Schedule."
Grading scale:
Letter Grade Percentage
A
94 - 100
B
87 - 93
C
80 - 86
D
73 - 79
F
72 and below
Please note that you must get 80 points to receive a C in this course.
The faculty in this program has chosen NOT to adopt plus or minus policy for grades.
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Grading Procedures: The following are the grading procedures used in determining your grade in
each course.
1. Reposting
If you did not receive 100% of the points assigned to an activity, you have the
chance to repost the activity within 5 days after receiving the grades (please see the
"Grades" section below). However, reposting does not apply to an activity that
requires you to post a response to another student. In other words, you are not able to
go back into an activity and post a response to another student’s posting after the
activities due date. Reposting only applies to a written assignment posting that did
not receive full point value (i.e. a posting of a rubric for your course). There are
no make-up exams.
2. Posting of Grades
Grades are typically completed two weeks after the due date, but may take longer to
be posted. You can view your grades by selecting the "My Grades" link from the
web course homepage. If you do not see your grade after two weeks, you may email
your instructor.
VII.
Major Topics of the Course
Planning a course
Teaching a course
Reflective practice in teaching
Managing a course
Assessing a course
VIII. Tentative Course Outline
Activities
Points
Orientation
0
If link does not work go to: http://education.ucf.edu/teched/orient_actvt.cfm
Activity 1
Choose your course
10
Activity 2
Plan your course
20
Activity 3
Manage your course
15
5
Professionalism – Orientation Activity describes this grade - 3 of the 5 points may be
earned at midterm. Based on your professionalism - all 5 points can be earned by the
end of this course
Activity 4
Teaching your course
Activity 5
Assessing your course
5
20
15
Reflection
5
Final Exam
10
Orientation Activity:
Completion of these components is critical--therefore required. The benefits to you include:
1.
2.
3.
4.
Success using Webcourses.
Ability to perform basic word processing skills.
Clear understanding at onset of this course of the grading plan and grade scale.
Interaction among students in this course in a non-graded manner.
There are NO points attached to this activity, yet it coincides with the beginning of each course.
The benefits are many and we feel a need to incorporate this in ALL our courses.
After completion of these Orientation Activity you, the prospective new student will be able to:
1.
2.
3.
4.
Identify important aspects of learning on-line.
Cite references according to protocol.
Follow UCF student conduct policies.
Accept grading policies for our courses.
Learning on-line
UCF began using the Web for courses in the summer of 1996. Back then, there was no
infrastructure like the one we have now to support eLearning. Initially our courses were quite
challenging technically, and yet our students not only survived but thrived.
Due to the rapid growth of eLearning and access by students with a wider range of skills, an online
orientation was developed. Completion of this tutorial can take up to one hour--time well spent upfront, for technical success later. You are asked to complete the tutorial before you begin the first
Activity.


Access Learning on-line
Review the support services available for online students. Bookmark the page.
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
Complete the Orientation Course
Webcourses Technical Competencies
Just as you would not embark on a long-distance trip without knowing something about the vehicle
you are traveling in, you should not enroll in web courses without acquiring some skills of the
vehicle used to transfer your knowledge to the instructor.
Following are some competencies you must achieve before beginning the course. Be sure to ask
your instructor or an intern if you have questions about how to use Webcourses.
You must be able to do the following:
1.
2.
3.
4.
5.
6.
7.
8.
Access the Webcourses course(s) in which you are enrolled.
Log in with your username and password.
Access course components.
Post comments to discussion boards.
Read and send email
Copy and paste to and from Webcourses
Include URL's in your postings. (copy & paste)
Access "My Grades"
Writing Papers & Posting References - Procedures
APA STYLE
Below are sites where you can go to find information on how to write using APA style and how to
cite an electronic resource.
1. American Psychological Association. http://www.apastyle.org/ .
2. APA Style Resources. http://www.psychwww.com/resource/apacrib.htm
3. Purdue OWL. https://owl.english.purdue.edu/owl/resource/560/01/
**has examples of papers to view
How to Cite an Electronic Source Using APA http://www.apastyle.org/elecsource.html.
How to do Reseach on the Internet
Go to http://library.ucf.edu/
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How to Organize a Paper
The purpose of me providing you this site is because I want you to know that I will be grading you
on the organization of your paper. Your paper should contain a thesis statement that contains your
topic sentence, the main body (all of the paragraphs should reflect what is in your topic sentence)
and a conclusion.
Steps in writing your Essay. http://www.importwarehouse.com/mrsboysen/Students/steps.PDF
Team Strategies:
When you first heard that you would be working in a team, you might have thought "oh no!"
Understandable, you might have had a bad experience in the past with a team project in another
class or at work. However, learning how to work in a team environment is beneficial to you for
problem solving, working under the pressure of a time limit, and learning how to work with others.
Also, team work is a reality of the workforce. Learning some of the strategies given below is useful
for the present class and a possible future job requirement.
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Steps to beginning a Team Project
1. Make contact in your team discussion group.
2. Discuss the topics with your team members.
3. Make a decision on who is doing what when.

Picking a leader is optional. Understand that if each team member completes their
designated job, the team can function without a leader. However, the team might
want to designate a leader due to the circumstances. Also, sometimes, leaders will
just occur as the team proceeds with the project.
4. The team begins to work on the project with a PLAN.
Team Topics to Discuss
1. Member's schedules
2. Member's attributes/skills
3. Assigning each member a portion of the project to complete
4. Completion dates for each portion of the project
5. Schedule and editing assignments
Plagiarism & Turnitin
Our courses ask you to visit many web sites as part of reviewing and researching materials for your
coursework. It could be very easy to forget to offer a complete citation. Some could also omit
entirely a quote or reference. While the former may happen, the latter should never occur. When it
does it is plagiarism and is very serious.
The faculty at UCF now has access to a site to which we can submit student work for comparison to
previously published work - Turnitin. You do NOT want to plagiarize or not include a complete
citation for any reference or quotation. Above all else include the complete citation information
when required.
In this course, for each assignment, we will utilize turnitin.com, an automated system which
instructors can use to quickly and easily compare each student's assignment with billions of web
sites, as well as an enormous database of student papers that grows with each submission. You will
be expected to upload all assignments to Turnitin. After the assignment is processed, the instructor
receives a report from Turnitin.com that states if and how another author’s work was used in the
assignment. For a more detailed look at this process, visit http://www.turnitin.com.
Ethical Policies:
At UCF adhering to acceptable ethical practices is considered essential. To that end you are asked
to:

Access the Golden Rule on line
9

Read thoroughly Student Rights and Responsibilities

Rules of Conduct

Student Academic Behavior
Introductions
Our Web courses are very interactive. Therefore, it is important that you participate as scheduled
and in the proper location within the course as assigned. To practice this and to get to know others
in this course you are asked to offer an introduction when you start each course. We use the
"Discussion" area with one titled "Introductions." Once you are permitted access to the course on
the first day of class, go to "Discussions" and select "Introductions." Type your name in the
"Subject" line.
The following items should be addressed in your introduction:
1. Name
2. Where you work (if you do)
3. (2) email addresses where you can be reached: UCF email and alternate email
4. What you do (if you work)
5. What technical (work) background do you have?
6. All types of education (High School, certificates, licenses, degrees)
7. One thing about yourself that would surprise us.
This would be a good place to practice copy and paste skills. Copy these headings to a word file
of some type, answer the items, run a spell check, and paste the answers to the discussion board.
Always review your posting BEFORE actually posting, add spacing, make headings capitalized
or different from the regular text, and then post.
Immediately upon starting the course:
1. Post your Introduction with your name in "Subject" line to "Introductions" Discussion
Topic.
2. Complete your syllabus and orientation
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This syllabus may be modified at the discretion of the instructor. Changes will be discussed in class
and/or via email
The UCF Creed
Integrity, scholarship, community, creativity, and excellence are the core values that guide our
conduct, performance, and decisions.
Integrity
I will practice and defend academic and personal honesty.
Scholarship I will cherish and honor learning as a fundamental purpose of my membership in
the UCF community.
Community I will promote an open and supportive campus environment by respecting the
rights and contributions of every individual.
Creativity
I will use my talents to enrich the human experience.
Excellence
I will strive toward the highest standards of performance in any endeavor I
undertake.
Conceptual Framework
UCF, College of Education
Conceptual Framework
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Critical / Social orientation
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Major Assessment Milestones (NCATE)
Program: Technical Education & Industry Training
Milestone
Program Entry
Milestone Description
 Complete the University General Education requirements or its
equivalent, i.e. an AA degree from an approved Florida community
college or state university
 Have a minimum 2.5 overall GPA
 Meet the University CLAST or CLAST alternative criteria
 Complete prerequisite courses
Midpoint Milestone
Prior to Clinical
Practice
Satisfactory completion of all (or 90 %) program courses with a
minimum GPA of 2.5
Exit from Clinical
Practice
Satisfactory completion of Directed Field Experience
Program Exit
Web-based Reflective Portfolio
If the milestones have not been satisfactorily completed a remedial plan to correct weaknesses will
be developed by advisor.
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BIBLIOGRAPHY
Ausburn L. & Brown D. (2006). Learning Strategy Patterns and Instructional Preferences of Career
and Technical Education Students, Vol 43 (4). Retrieved November 2009 from
http://scholar.lib.vt.edu/ejournals/JITE/v43n4/ausburn.html
Bott, Paul A. (1998). Teaching Your Occupation To Others (A Guide to Surviving the First
Year) 2ed. Needham Heights, MA: Allyn & Bacon. ISBN 0-205-27101-4
Darling-Hammond, L. (2000). Teacher quality and student achievement. Educational Policy
Analysis Archives, 8(1).
Doolittle P. & Camp W. (1999). Constructivism: The Career & Technical Education
Perspective. Retrieved from:
http://scholar.lib.vt.edu/ejournals/JVTE/v16n1/doolittle.html
Fazarro, D., Pannkuk, T., Pavelock, D. & Hubbard, D. (2009). The Effectiveness of instructional
methods based on learning style preferences of agricultural students: A Research tool for
continuous improvement for faculty in career and technical programs, Vol. 45 (3).
Retrieved from: http://scholar.lib.vt.edu/ejournals/JITE/v45n3/
Kitchel, T., Greiman, B., Torres, R. & Burris, S. (2008). The Influence of gender on
relationship aspects of beginning teachers and their mentors, Career & Technical
Education Research. Vol 33 (2) pgs. 73-90.
Kroth, M., Taylor, B., Lindner, L. & Yopp, M. (2009). Improving your teaching using
synergistic andragogy, Vol. 46 (3). Retrieved from:
http://scholar.lib.vt.edu/ejournals/JITE/v46n3/pdf/kroth.pdf
RMC Denver (n.d.) Evaluating the effectiveness of the lesson. Retrieved from:
http://www.rmcdenver.com/useguide/lessons/eval.htm
Shim, H. & Roth, G. (2007). Sharing Tacit Knowledge Among Expert Teaching Professors and
Mentees: Considerations for Career and Technical Education Teacher Educators, Vol 4 (44).
Retrieved from: http://scholar.lib.vt.edu/ejournals/JITE/v44n4/shim.html
University of Medicine and Dentistry of New Jersey: Center for Teaching Excellence (n.d.).
Traditional teaching: Web resources on traditional training. Retrieved from:
http://cte.umdnj.edu/traditional_teaching/index.cfm
st
U.S. Department of Labor. Working in the 21 Century. Retrieved from:
http://www.bls.gov/opub/working/
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