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 PSPFRU003, 'Communicate fraud control awareness'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Communicate fraud control awareness' 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
Elements describe the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.
1. Plan fraud and corruption control awareness activities
1.1 Determine need for activities, taking into account client needs, feedback from clients and staff and priorities identified in the organisationâ€™s fraud and corruption control plan.
1.2 Initiate, gather and assess ideas for new or improved activities, taking into account legislative and policy directions and the human, financial and physical resources required.
1.3 Obtain approval for fraud and corruption awareness-raising activities.
2. Design fraud and corruption control awareness activities
2.1 Target individuals and groups, establish formal and informal networks and use them as communication channels.
2.2 Incorporate precedents in activities.
2.3 Employ a range of media.
2.4 Link fraud and corruption control awareness activities with organisational guidelines, codes of conduct and related aspects of corporate policy.
2.5 Draw attention to potential incidents and effects of non-compliance.
2.6 Promote compliance.
3. Develop and nurture cooperative client relationships
3.1 Establish and document expectations of clients and contractors.
3.2 Anticipate opportunities for establishing contacts and networks with external and internal clients in consultation with work colleagues and managers.
3.3 Monitor changes in organisational focus for effects on organisation
3.4 Seek feedback on organisational activities and report within the organisation.
3.5 Communicate organisationâ€™s fraud and corruption control philosophy, policy and procedures in a way which facilitates stakeholder understanding.
3.6 Advise clients, where required, when and how they may modify their practices to meet organisational standards.
4. Conduct fraud and corruption awareness activities
4.1 Plan fraud and corruption awareness activities and ensure they are feasible within existing resource and time constraints.
4.2 Identify intended outcomes and ensure they meet realistic expectations of the audience.
4.3 Vary, refine and adapt activities as indicated by audience response or by changes in the organisationâ€™s strategy and procedures.
4.4 Link fraud and corruption control awareness information with codes of conduct, ethical requirements, and the fraud and corruption control guidelines of the organisation together with its broader corporate goals.
5. Evaluate success of awareness-raising activities
5.1 Assess fraud and corruption control awareness activities against predetermined objectives.
5.2 Document results of evaluation and use as the basis for planning future activities.
5.3 Identify and act upon opportunities for new fraud and corruption awareness activities.
5.4 Obtain evidence, if any, of a decrease in the level of fraud and corruption as a result of the activities.