Understand the Principles and Requirements of Assessment

LEVEL 3 certification IN ASSESSING vocational COMPETENCE LED BY CAROL SMOUT LESSON 1 26TH family social unit 2011 THE exercise OF AN ASSESSOR ASSESSING military operationGIVING FEEDBACK CONTRIBUTE TO A composing TRAIL ROLE OF AN ASSESSOR ROLE OF AN ASSESSOR WRITE impelling legal opinion PLANS 1. ASSESSING PERFORMANCE = A digress of perspicacitys, I am making a judiciousness on 2. GIVING FEEDBACK = Verbal feedback, Written Feedback. Try to be constructive, foolt be negative loaferdidates r either told(a)y this demoralising 3. CONTRIBUTE TO a PAPER TRAIL = I puzzle to write on a least 3 morsels of root all in all of which be auditable Assessment excogitations.I expect to contribute to a paper trail. As an Assessor I assess a ground massagedidate/Student then whatsoever(prenominal) peerless IV OR EV then checks my perspicacity decision. This is called THE QUALITY ASSURANCE SYSTEM. When I am audited as an experienced Assessor I inquire to be able to demonstrat e that I downstairsstand eccentric Assurance. I break to be able to write effective sound judgment plans. 4. WRITE EFFECTIVE judicial decision PLANS= Example I waste met with rant blah blah and she/he has said she/he wants to do a shampoo & vagabond dry & a semi-permanent next week. We plan to do this in this duration on this date with this campaigner & I am going to orally question her/him to check her/his underpinning pick outledge. THIS EQUALS A PLAN LEVEL 3 CERTIFICATION IN ASSESSING VOCATIONAL COMPETENCE LED BY CAROL SMOUT LESSON 2 3RD OCTOBER 2011 STAGES OF THE ASSESSMENT summons PLANNING. STAGES OF THE ASSESSMENT PROCESS STAGES OF THE ASSESSMENT PROCESS REVIEWING judgement save QUALITY ASSURANCE 1. PLANNING = Assessment supply sheets & Consultation Sheets. 2. REVIEWING. Straight from SCHOOL TO COLLEGE no diddle base knowledge. graduation meeting with my elicitdidate check if the nominee has any(prenominal)(prenominal) prior(prenominal) schooling (APL= ACCREDITATION FOR PRIOR LEARNING) What qualifications do you currently train Do they relate to what they ar currently doing now. I whitethorn find that some elements of the mind may digest already been through. When a piece of taildidate joins the college straight from school they dormant may rush some prior haveing. Some schools s shoe reconcilers live on their students to college to attain ab come forth hair grease as part of their learning at school, some of this learning can be issuingn into consideration as prior learning. REVIEWING WORK BASE.If the candidate is joining college and is turn based and is now feeler to college for apprentership they may have been shampooing for 3 yrs so will not desire to do their level one because of their prior learning they can go straight on to level 2. It would be unfair to murder them do it all over again they dont need to be taught again. Its all ab issue taking the candidate forward. 3. JUDGING STAGE. This stage is th e most difficult. Assessors find it most difficult as to Am I Judging this secure? Am I world in truth harsh or am I being a flabby? So I have to follow 6 steps to reas confident(predicate) that I am doing this correctly.I have to check the Assessment by IS THE ASSESSMENT 1. VALID Can be make using the Methods of Assessment. OBSERVATION, I can Observe its effectual I can mark it being done by that candidate. ORAL/VERBAL, I can lease questions and check their underpinning knowledge and check its validity EXAMS. Exams ar obviously valid as on that point done under strict creators, examiners atomic modus operandi 18 point their not allowed to talk etc. PROFESSIONAL DISCUSSION I Can talk to them in a professional diademacity to check validity PROJECTS & ASSIGNEMENTS Are valid make sure compressed dated rock-steady way at checking their knowledge.Although could have been done by someone else again ask oral questions and ask them to reference and nonplus in a bibliog raphy for me to refer and check if I feel not valid get hold STATEMENTS. An employer can provide a witness statement that a candidate has competently passed an assessment. It Valid if signed by their employer but still need to check validity could discuss how they achieved this pass what did they do how did they do it. photographic EVIDENCE Valid I can see the photographic tell apart try to get the candidates to get a picture that introduces them doing the pee-pee.Still a little grey though as someone else could have done the execute but just shamn a photograph of the candidate with the client doesnt mean necessarily that they have done the work. IS THE ASSESSMENT 2 RELIABLE. How sure am I that the above atomic number 18 re liable(p), how do I know for sure that the work I am assessing is that candidates knowledge work, some ar obviously reliable e. g. observation because I can see it being done. IS THE ASSESSMENT 3 SUFFICIENT. Has the candidate done copious to pass all el ements of the unit being assessed. For example the candidate is being assessed to shampoo and condition a clients hair and to grapple a product.She/he may well have utilize all the correct products and massage get goingments but during the assessment She/he may not have been given the opportunity to sell a product in which case the candidate will have passed some elements of the unit chosen but because she couldnt sell a product that part of the unit will have to be referred to an other assessment but the candidate will have passed the other two elements of the unit. ALWAYS MAKE authorized THE CANDIDATE READS THROUGH THEIR PCs (Performance Criterias) WHICH IS IN THEIR LOG BOOKS FOR separately UNIT THERE ARE ELEMENTS OF THAT UNIT THAT THEY HAVE TO PASS TO bring home the bacon A FULL PASS IN THAT UNIT IS THE ASSESSMENT 4. accredited I have to know that e truly assessment they be doing is that candidates. How do know that that assessment is that authentic and reliable ? The be st way to find pop out if not observed by me is to orally question them. IS THE ASSESSMENT 5. CURRENT Is the candidate demonstrating up to date skills? Is the candidate using up to date equipment? Example if the candidate is doing a colour & we havent got a roller ball or a climazon & they have to endow the client under a hood dryer with a cap on the clients head. The service with that equipment is NOT CURRENT to industry.IS THE ASSESSMENT 6. SAFE Is the assessment taking place condom for all Are they operative safely. I can stop an assessment at any time if thither is a danger to the client, to anybody else in the room or to the candidate themselves. RECORDING STAGE Recording takes place in the log books for hairdressing. I destroy assessment decisions on consultation sheets. Also recording takes place for an assessment if its on a scripted paper on a marking front sheet. The awarding body gives us these marking sheets and it is my project to make sure that the candidate sign s it & that I sign it & I put their marks on it.It is the evidence as to whether the candidate is competent on that written paper. There will be a written paper from C. H. E. A. T. When I mark appellatives at that place will excessively be an assignment front sheet that I would record their feedback on. Whether it is passed or referred the candidate would sign it and date it, I would sign and date it to validate that assessment THESE PAPER FORMS ARE VITAL FOR ME TO BE ABLE TO DO MY ROLE AS AN ASSESSOR FORMS ARE AVAILABLE FROM CAROLE AND VIA KERRY I NEED THESE FORMS AS concisely AS I START TO SHADOWQUALITY ASSURANCE When I assess a candidate and I have already enter it all on the previous documents. I as well have to impression a student candidate throughout their qualification, so if they have immaculate one whole unit I would need to sign absent the tracking document, this document forms part of the tracking paper trail for Quality Assurance I also need to attend Standard isation Meetings. unremarkably done twice a year at the beginning and the end of a course.At these standardisation meetings I have to interact and fate my views and contribute to these meetings. When we attend the meeting we all should bring along one or two units that we have marked, we can then shuffle them round in the midst of each other and ask at them to make sure that the students are all being marked equally and that we havent been samewise harsh on them with a marking or too lenient on them. We all need to be marking to the identical standard. This is what standardisation is all or so & that forms part of this Quality Assurance Process. foreign verification officers come in they check and look at our tracking, they look at all our minutes and meetings, they come and look at the candidates log books, they look at their consultation sheets, they look at all their written papers & their assignments. They are checking that there was some sort of assessment in place & then they are making sure that I as an assessor planned the assessment. wellness & golosh Legislation Sourced from HSE The wellness and caoutchouc at construct, etc be active 1974 The Management of Health and forecloseive at employ Regulations 1999 The Education (School Premises) Regulations 1999The Workplace (Health, Safety and Wel uttermoste) Regulations 1992 The Manual Handling Operations Regulations 1992 The command of Asbestos at Work Regulations 2006 The Health and Safety (Display Screen Equipment) Regulations 1992 The Electricity at Work Regulations 1989 The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 The underwrite of Substances Hazardous to Health Regulations 2002 The planning and using up of Work Equipment Regulations 1998 The Construction (Design and Management) Regulations 2007 stultification dissimilitude Act 1995 The Health and Safety (First Aid) Regulations 1981The Health and Safety at Work, etc Act 1974 The main piece of legislation come toing the fool of health and galosh in educational establishments across all sectors is the Health and Safety at Work, etc Act 1974 (HSWA). This Act provides a framework for ensuring the health and pencil eraser of all employees in any work activity. It also provides for the health and arctic of anyone who may be touch on by work activities in eg pupils/students and visitors to educational spots, including parents and contractors. In Northern Ireland, corresponding provisions are made by the Health and Safety at Work (NI) Order 1978.Employers and employees (as well as manufacturers, suppliers and the self-employed) essential comply with the duties square off out in the Act, which are summarised as follows. * Section 2 places a vocation on employers to assure the health, safety and welfare of employees as far as is reasonably practicable. It also leads employers to consult with trade union safety representatives on matters affecting health and safety in the employment. Moreover, employers of more than than pentad populate must prepare a written health and safety policy and bring it to the attention of employees. Section 3 aims employers to get a line that non-employees (eg pupils/students) who may be affected by work activities are not unfastened to jeopardy of scenes to their health and safety. Where young or vulnerable psyches may be affected, the duty of care is greater. * Section 4 places a duty on anyone answerable for the workplace to ensure that the premise, plant and machinery do not endanger the great deal using them. * Section 5 pick ups employers to foreclose and control harmful, noxious or offensive emissions into the atmosphere. Section 6 places duties on designers, manufacturers and suppliers to ensure that articles and substances are safe for use. * Section 7 states that it is the duty of every employee while at work to take presumable care of him or herself and of any other soul who may be affected by his or her actions. This section also claims employees to cooperate with their employer in comparison to health and safety troubles. * Section 8 requires employees not to interfere with or misuse anything provided in the inte dwell of health and safety.The Management of Health and Safety at Work Regulations 1999 The main prerequisite of the Management of Health and Safety at Work Regulations is that employers must bear out endangerment assessments to eliminate or reduce essays. Employers with quintet or more employees need to record the significant findings of a lay on the line assessment it is not necessary to record risk assessments for trivial or insignificant risks. In addition, employers also need to * make arrangements for implementing the health and safety measures place as necessary by risk assessments * monitor and redirect examination those arrangements charge people with sufficient knowledge, skills, experience and reading to help them to implement these arrangements * come in up emergency procedures and provide information about them to employees * provide weak information, supervision and training for employees and ensure that suitably competent people are appointed who are capable of carrying out the tasks entrusted to them * work together with any other employer(s) operating from the same workplace, sharing information on the risks that other staff may be exposed to, eg cleaning, catering or sustentation contractors * take particular vizor of risks to rising and expectant mothers.A risk assessment is a careful examination of the work activities that could, whether on or off site, cause harm to people so that your employer can look at up whether they have taken adequate precautions or should do more to hold open harm. The Management of Health and Safety at Work Regulations 1999 require employers to assess the risks arising from work activities to both employees and non-employees (eg students, visiting parents). Employees have a right to see the issuings of risk assessments. Who can do risk assessments? Employers are trusty for ensuring that risk assessments are carried out by competent people (ie those who have sufficient knowledge, skills, experience and aptitude).These people may be current employees, provided they have been suitably develop, or external health and safety professionals. Safety reps have a legal right to be consulted and can assist on risk assessments. However, the risk assessment remains the legal obligation of the employer and therefrom should be signed by the employer once complete. Activities that should be assessed All work activities that could present a potential hazard should be risk assessed. Hazard mover something with the potential to cause harm, including ill health as well as injury. bump is the likelihood of that hazard actually causing harm during the course of work activities.In an education setting, there are particular situations that typically require risk assessments * the work activities of all new and expectant mothers require a specific risk assessment under the Management of Health and Safety at Work Regulations, with any necessary marchesings made to their on the job(p) conditions a risk assessment should be conducted before taking students off site * workplace stress and stressors should also be admitd within risk assessments The Education (School Premises) Regulations 1999 These regulations set out minimum health and safety standards for all maintained schools in England and Wales, covering issues such as temperature, toilet facilities for pupils, ventilation system and lighting.Some of the standards also have to be met by non-maintained special schools and free-lance schools. The regulations operate in conjunction with the Workplace (Health, Safety and Welfare) Regulations, as nominate below. The Workplace (Health, Safety and Welfare) Regulations 1992 These regulations deal with material conditions in the workplace a nd require employers to meet minimum standards in relation to a wide range of matters, which include * maintenance of constructs and equipment * lighting * provision of drinking pee * temperature * rest facilities * ventilation * toilet facilities * first aid. The Manual Handling Operations Regulations 1992These regulations require employers to minimise the health risks associated with manual handling, a term used to describe activities which involve lifting, carrying, moving, holding, pushing, lowering, pulling or restraining an object, mortal or animal. Employers should * avoid the need to lift, carry, push, pull, lower or support loads wherever possible * equip tasks where they cannot be avoided by the use of trolleys, barrows, lifts or hoists * carry out risk assessments, which take into account the work task, the activity involved, individual capacity, working surroundings and other factors. The Control of Asbestos at Work Regulations 2006The Control of Asbestos at Work R egulations place specific duties on employers, owners and those in control of buildings to manage the risks from asbestos fibres that may be released when building or maintenance work takes place. The regulations require the following(a) steps to be taken to manage the risk * find out if there is asbestos on the premises, its amount and what condition it is in * presume materials birth asbestos, unless there is evidence that they do not * make and bind up to date a record of the location and condition of the materials containing asbestos or which are presumed to contain asbestos * carry out a risk assessment on materials containing asbestos * prepare and implement a plan that sets out in full point how the risk from this material is going to be managed * review and monitor the plan and the arrangements provide information on the location and condition of the material to anyone who is liable to work on or disturb it (including staff). Specialist help is slackly required to deter mine the presence of materials containing asbestos and to remove asbestos. The HSE advises that if asbestos is in good condition and is not liable(predicate) to be disturbed or damaged, it is usually safer to will it in place and manage it. The Health and Safety (Display Screen Equipment) Regulations 1992 These regulations throw employers to assess the workstations of staff who use display screen equipment (DSE). The workstation is the equipment itself, its accessories and the surrounding work environment.The minimum requirements of employers are to * identify users of display screen equipment, ie those who habitually use DSE as a significant part of their normal work * assess workstations to ensure that they meet minimum standards * provide information, instruction and training on the potential hazards of using DSE equipment * stand free eyesight tests to users of DSE equipment at regular intervals and to pay for spectacles that are required for the work * review assessments. T he Electricity at Work Regulations 1989 These place a duty on employers to assess all foreseeable risks associated with work activities involving electricity. Employers are required to rear safe systems of working, with well-maintained equipment, covering everything from power lines to kettles. All installation and repairs should be undertaken by a qualified electrician or those who have appropriate technological knowledge, though some minor repairs, inspections, fitting of plugs, etc may be undertaken by suitably trained staff.The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations R. I. D. D. O. R 1995 Under these regulations (often referred to as RIDDOR), certain work-related hazards are reportable by law to the Health and Safety Executive or the local self-assurance. The following must be report * death of any individual * a major injury to any person at work * hospital treatment of any person who is not at work (eg pupil/student) * an accident which resul ts in a person at work being incapacitated for more than third square days (excluding the day of the accident) * undertake dangerous occurrences, eg building collapse * specified work-related diseases, eg mesothelioma and hepatitis.Educational establishments should have clear guidelines on incident reporting and this should be conveyed to staff on the first day of their employment. Accident reporting An accident is an unplanned event that results in injury, damage to property or some other loss. The law requires that certain work-related accidents are reported to the local authority or the Health and Safety Executive. All accidents to employees, however minor, should be recorded. This is a requirement under social security legislation. As a result of a workplace injury an employee may need to claim for benefits in the future, and the germane(predicate) checks will be made to confirm that the accident occurred at work. Reporting and recording procedures vary.Employers need to be sure that they satisfy all legal reporting requirements for employees and non-employees, and take measures to monitor accidents. As part of the thermolabile monitoring process, accident records are needed to assess whether the existing controls are adequate or to identify if trends are developing and to implement new procedures. Records may also have to be produced for the Health and Safety Executive, to parents/guardians, or in the course of civil transactions if a claim is brought following an incident. How to report an accident All accidents can be reported to the happening Contact Centre (ICC), Caerphilly Business Park, Caerphilly CF83 3GG. Alternatively, call on tel 0845 300 9923 on Mondays to Fridays between 8. 30am and 5. 30pm, emailemailprotected omor report via the internet atwww. riddor. gov. uk. The Control of Substances Hazardous to Health Regulations 2002 These regulations (often known as the COSHH regulations) require employers to assess and prevent (or at least ade quately control) the risks to health from the use of any furious substances used in the workplace. A crazy substance is one which has, by law, to be labelled as very toxic, toxic, harmful, irritant or corrosive. It therefore includes some chemical substances such as paints and cleaning materials, as well as wood dust. The obligations to employers are to * assess the risks * decide what precautions are needed take steps to reduce or adequately control exposure to hazardous substances * ensure that control measures are utilised and maintained * monitor exposure * carry out health surveillance of employees who have been or are likely to be exposed * have in place emergency procedures to deal with accidents/incidents * ensure that employees are properly informed, trained and supervised. Educational establishments must have in place appropriate measures to ensure that the risks to the health and safety of pupils/students from exposure to hazardous substances are minimised. COSHH and ha irdressers key messages * Frequent contact with water and shampoo can irritate the skin leading to dermatitis. Some hairdressing and cleaning products can cause dermatitis and skin allergies. * Some dusty products like persulphates and henna can cause asthma. * Some hair sprays can make asthma worse. There are simple things you can do to prevent dermatitis and asthma * Keep the workplace well ventilated. * Wear disposable non-latex gloves for shampooing, act upon and bleaching. * Dry your hands thoroughly after washing with a softish towel. * Moisturise your hands as often as possible. * Change your gloves between clients. * Check your skin regularly for early signs of skin problems. The Provision and Use of Work Equipment Regulations 1998 These regulations set out minimum standards for the use of equipment at work.The main requirements are for employers to * take account of working conditions and hazards when selecting equipment * provide work equipment which conforms to relevan t safety standards * ensure that the work equipment is suitable for its intended purpose and used only for that purpose * maintain and keep the equipment in good working order * ensure that appropriate safety devices are on hand(predicate), if required * issue staff with appropriate instructions, training and supervision to use the work equipment safely * make sure that equipment is inspected after installation or after collection at a new location. The Construction (Design and Management) Regulations 2007These regulations cover the planning and management of twirl projects. An essential part of a projects development is health and safety. Consequently, there is a duty on those involved in a construction project, such as the controller of buildings (ie the LA/governing body/headteacher/principal), contractors and designers to cooperate with each other to identify risks early on, and to report matters that are likely to endanger health and safety. There is also a duty to take appr opriate measures to prevent the risk of injury to any person during the construction, which would include staff, pupils/students and visitors to the premises. Disability Discrimination Act 1995The Disability Discrimination Act 1995 defines a check as a visible or mental mischief that has a impregnable and long-term adverse effect on a persons ability to carry out normal day-to-day activities. To be substantial, the deterioration must last or be expected to last for at least 12 months. However, those with cancer, MS or who are HIV positive are deemed to be change from the point of diagnosis. The act requires employers to ensure that disable persons have safe access to premises and safe egress in the event of evacuation. They must also make any reasonable changes to the physical features of premises, hours of work, etc that may be necessary to accommodate the needs of disabled employees. Disability discriminationThe Disability Discrimination Act 1995 requires employers to make reasonable adjustments to premises or working practices to ensure that employees are not disadvantaged because of their handicap. In order to have rights under the Disability Discrimination Act, an employee must show they are defined as disabled under the act. This doer pitiable from a physical or mental impairment that has a substantial and long-term adverse effect on the persons ability to carry out normal day-to-day activities. Any adverse effects must last for at least a year to be considered long-term. Impairments must affect at least one of the following * mobility * manual dexterity * physical coordination * continence ability to lift, carry or otherwise move customary objects * speech * hearing * eyesight * memory or ability to concentrate, learn or understand * perception of risk of physical danger. Under the act, people with cancer, MS and those who are HIV positive are deemed to be disabled from the point of diagnosis. Other impairments that employment tribunals have considered a disability include depression, epilepsy, ME and asthma. This does not mean, however, that all people who suffer from these impairments are disabled under the act much depends on their ability to carry out at least one of the day-to-day activities listed above. Duty to implement reasonable adjustmentsEmployers are obliged to make reasonable adjustments to premises or working arrangements to prevent a disabled person from being placed at a substantial disadvantage compared with persons who are not disabled. In educational establishments, adjustment to premises can include the following * providing wheelchair-accessible toilets, ramps and automatic opening doors * allocating classrooms on ground floors * providing a designated car-parking space * widening doorways and re-arranging furniture to allow wheelchair-users to move around * providing ergonomically designed chairs or adapted keyboards * acquiring specialist equipment with magnifying facilities. Changes to working arrangements may be made by employing an assistant to undertake administrative tasks * providing a reader or signer for a visually impaired person * adjusting the timetable or allowing extra non-contact time * allocating some duties to another employee * fastening working hours to allow part-time work or job-sharing * providing additional training. magical spell the potential cost of adjustments often concern educational establishments, many a(prenominal) are relatively inexpensive. Moreover, under the Employment Services Access to Work Scheme, funding is available for human support and adaptations to premises and equipment. Disability employment advisors in Jobcentres offer free independent advice on adjustments to the workplace. Many LAs also employ disability officers. Other forms of discrimination under the ActFailure to make reasonable adjustments is one of the five ways in which an employer can discriminate on the grounds of disability. The others are Direct discriminatio n this occurs where a person discriminates against a disabled person if, on the ground of that persons disability, he or she is set less favourably than a person not having that particular disability has been or would have been treated. There is no justification defence to a claim for direct discrimination. Disability-related discrimination this occurs where the employer, for reasons relating to a persons disability, treats that employee less favourably than the employer treats or would treat others to whom that reason does not apply, and that treatment is not justified.Harassment occurs where the disabled person is subjected to unwanted conduct which has the purpose or effect of violating his or her dignity or creating an intimidating, degrading, humiliating or offensive environment for him or her. Victimisation essentially occurs where the disabled person is treated less favourably because he or she has commenced a claim under the Disability Discrimination Act or has given evide nce/information in proceedings brought by someone else or has alleged that a person has contravened the act. A claim for disability discrimination must be presented to the Employment courtroom within three months beginning with the date of the act of which complaint is made.The Health and Safety (First Aid) Regulations 1981 These regulations require employers to provide * adequate and appropriate first-aid equipment and facilities * an adequate number of qualified first aiders * an appointed person, if a first aider is absent, to take charge of first-aid arrangements, including looking after the equipment and calling the emergency services. The Approved Code of get along to the regulations stresses that the employer must make an assessment of first-aid needs. Educational establishments should therefore take account of risks to pupils/students on and off site when considering their provisions for first aid. The Regulatory disentangle (Fire Safety) Order 2005Under this order, the re sponsible person in the workplace (ie the employer/owner/person in control) is required to take general bite safety precautions to ensure the health and safety of staff and others, such as pupils/students. These precautions include * assessing the risk of fire, paying particular attention to those who may be especially vulnerable, eg children * ensuring that there are effective means of escape * making sure the workplace is well- render with appropriate fire-fighting equipment/detectors/ alerts * adopting appropriate fire-fighting measures * nominating an adequate number of suitably trained and equipped competent persons to implement these measures.The order contains duties relating to safety drills and emergency routes/exits, which employees must be made aware of at their induction. Fire risk assessment Risk assessment is at the heart of fire safety management. A fire risk assessment follows the same principles as any risk assessment * step one Identify the fire hazards, eg what could start a fire, ignescent materials, etc. * Step two Identify people at risk (look at numbers of people, vulnerable groups and the likelihood of the fire spreading). * Step three Evaluate the risks and implement control measures to remove or reduce the risk. * Step four Record the findings and inform staff and safety reps. Step five Review and revise the plan as and when there are changes in work activities, the use of the building, etc. Safety representatives should request a assume of the school or college fire risk assessments. Further guidance on fire risk assessments and precautions is available from the Department for Communities and Local Government atwww. firesafetyguides. communities. gov. uk What every staff member should know Fire safety procedures should be a part of induction for every new member of staff. In particular, staff should be informed of the following * the fire risk * what to do if they discover a fire * raising the alarm * recognising the fire alarm a nd acting on it * calling the fire brigade.Discovering a fire If a fire is discovered, the first action is to raise the alarm so the occupants of the building know there is a fire and that they must leave. This is usually done by locating the break glass call point. There are many types of fire extinguishers used in schools and colleges. Staff that are not trained to use fire-fighting equipment should not waste time trying to make them work. Those who have been trained and nominated to use the equipment should not attempt to put out large fires. If a fire cannot be put out, the door should be closed and the building evacuated RECOGNISE GOOD PRACTICE IN ASSESSING CANDIDATES IN RELATION TO ASSESSMENT.As Assessors we should be demonstrating good practice in relation to equality and diversity equal opportunities Equality = Treating everyone as an individual, not the same as everyone else, we are not all the same, we are all very unalike individuals. Eg there may be limitations to some one with a disability. They cannot be treated the same as myself as her/his disability may limit them in what they can do, so they need to be treated individually. Diversity. Is about the diverse nature of the industry. The clients, different hair types, textures etc. Diversity means all different sizes, shapes, ages, dark hair, light hair, black, white. It is good practice to ensure Health Safety to make sure that we adapt working environments for different clients, different candidates, and different students.It is good practice to assist our candidates and students to use technology, encourage them to use computers, internet, submit assignments electronically etc. We have to be seen to be embracing this in our assessment processes. Reflective Practice Demonstrate a proactive approach to self-reflection, How do I feel I am doing? C. P. D Continual Professional Development is key to good practice. I need to keep myself up to date with my skills. I need to keep up to date with ne w equipment being introduced to the industry. I should eternally be in-front of my candidates/students, I should never be in a situation where a student is telling me about new trends, new equipment that I have never heard of.It is good practice that I am always seen to be keeping ahead in the industry that I am assessing. It is not good practice if I do not know what is going on in the industry I am assessing I should get feedback from others too on how I am doing. Each year I have to obtain 30 hours of evidence of hands on C. P. D. This is achieved if I am working for the college in July C. P. D week it may be that the college sets up 2 days where a company comes into the beauty parlour and demonstrates new equipment trains us on up to date styles. They will also open up a commercial salon so that we can work commercially for a day. The college may also send us out for training for instance to Saks. I have to upload all of my work to I. F. L to ensure my C. P. D.