Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver PSPFRAU502B, 'Anticipate and detect possible fraud activity'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Anticipate and detect possible fraud activity' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
1. Hypothesise fraud and corruption situations
1.1 Hypotheses are formulated and guidelines specified for input into information system design.
1.2 Data and information is collected from a variety of sources and methods including fraud/corruption records, audit records, fraud/corruption risk assessment, past investigations and other organisations.
1.3 Hypothetical fraud and corruption situations are used to identify new potential risk areas.
2. Initiate projects to test newly identified risk areas
2.1 New projects are initiated and parameters defined in accordance with fraud/corruption control plan.
2.2 Significance and value of the project are justified and are consistent with the fraud/corruption control strategy and plan and strategy.
2.3 Previous and ongoing activities in the relevant areas are reviewed for their contributions to the outcomes of the project.
2.4 Project activities are designed utilising current knowledge, methods and techniques for the identification of risks.
3. Analyse trends in fraud and corruption activities and investigations
3.1 All project and investigation outcomes are reviewed to identify emerging patterns of behaviour reflected in data.
3.2 Conclusions are drawn from data and statistical information as well as qualitative sources including information gathered and reports from previous investigations.
3.3 Risks and strengths are identified as a result of a project's analysis of trends inside and outside the organisation.
3.4 Discussion with colleagues and other experienced organisational staff is used as additional source of information on trends.
3.5 Networks are used to provide useful contacts and information for investigation in accordance with legislative requirements.
3.6 Performance reports are produced which identify trends in fraud and corruption activities and investigations.
4. Recommend course/s of action
4.1 All relevant elements are considered during evaluation, prior to recommending course of action.
4.2 Investigation targets are identified, and suggestions for future areas of investigation are referred to management.
4.3 Recommendations are made for changes to organisational controls and initiatives to target potential trouble spots.
4.4 Data is checked for reliability, and practical recommendations are made providing management with feasible options.
4.5 Management issues and concerns are balanced against public interest and political concerns when framing recommendations.
4.6 Recommendations are made that balance operational demands against contributions to strategic plan.
5. Provide information on recommended actions
5.1 Reports are provided containing suggestions for actions and sufficient supporting information for management to adequately resource future projects.
5.2 Advice is provided regarding appropriate controls and initiatives required to address fraud and corruption.
5.3 Operational briefings and other presentations are prepared and given as required.
5.4 Ad hoc opportunities to explain operational risks are taken advantage of, as they arise.
5.5 Information is given in terms that clearly explain the nature of possible risk, with possible solutions outlined.