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 PSPFRU011, 'Manage fraud control awareness'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage 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 | 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. Disseminate fraud/corruption control strategy | 1.1 Raise the profile of fraud/corruption control to the highest level to indicate its key focus in the organisation. 1.2 Articulate standards for the organisation in a manner suited to the level and experience of staff. 1.3 Articulate ways in which the fraud/corruption control strategy contributes to the achievement of organisational corporate goals. 1.4 Articulate roles and responsibilities of key people in the organisation regarding implementation of fraud/corruption control measures. 1.5 Select dissemination methods to take account of various audiences, and present information in a way that meets particular audience needs. |
2. Champion fraud/corruption control | 2.1 Provide leadership and motivation in highlighting the role of fraud/corruption control processes as integral to effective management practices. 2.2 Ensure the methods underpinning the championing of the fraud/corruption control process comply with the organisation’s culture and structure, and the nature of both internal and external clients. 2.3 Set a positive tone in the organisation regarding fraud/corruption control through engendering trust and confidence in the fraud/corruption control activities. 2.4 Establish guidelines for the establishment of formal and informal networks to nurture cooperative and ethical client relationships. |
3. Market fraud/corruption control inside and outside the organisation | 3.1 Identify and assess potential activities to promote the fraud/corruption control process and its importance to the overall objectives of the organisation in relation to the fraud/corruption control strategy in place. 3.2 Coordinate implementation with management and key stakeholders. 3.3 Encourage shared ownership of fraud/corruption processes through ongoing consultation and information sharing. 3.4 Organise promotion activities to raise stakeholders’ awareness of both the ethical and financial aspects of fraud/corruption control and to facilitate endorsement of the concept and practice of fraud/corruption control. 3.5 Monitor trends in order to ensure currency in the organisation’s activities. |