CAS evaluation requires the making of qualitative judgments according to performance criteria which encourage the students to show evidence of personal development in their attitudes, values and skills.

During the two years of the Diploma Programme there are many sources which inform the evaluation process. The IBO requires every Diploma Programme candidates CAS performance to be evaluated in two ways, as described below.

1       Evaluation by the Student

*   Records of activities/projects
*   Self-evaluations
*   Final, summary report with final self-evaluation

2       Evaluation by the School

*  Evaluation by the supervising adult, including comments on each activity/project supervised
*  Evaluation by the CAS coordinator, including guidance given during the course of CAS
CAS is the heart of the Diploma Programme-Maria Piaggio

The IBO recommends that a range of evaluation methods be used whenever possible. These may be formal or informal.

Formal evaluation is based primarily on the school evaluations and self-evaluations of each activity.

One method of informal evaluation is direct observation of students at the time of an activity by the adult leader and the CAS coordinator. Group and individual discussions with the leader and the CAS coordinator are also helpful. Regular meetings of students to share their experiences can help them develop a deeper understanding of what CAS means for their personal development.

CAS has parity of esteem with all the other requirements for the award of the International Baccalaureate diploma. For a candidate to meet the CAS requirement fully, his or her records, along with the self-evaluations and school evaluations, must clearly demonstrate quality, balanced content and genuine content. On its own, proof of time spent on CAS is not sufficient. .

Evaluation by the Student

The evaluation should focus on the following:

•     A CAS diary, file or digital portfolio containing written, and perhaps visual, evidence of the candidate’s involvement .
•     Evidence of planning and organization’
•     Evidence of commitment and effort
•     The candidate’s. personal achievement and development, taking into account, skills, attitudes and values at the start of the activity
•     Evidence of reflection throughout their CAS activities.

Reflection and Self-evaluation by the Student

CAS coordinators should explain clearly to all students at the beginning of their involvement the importance of writing self-evaluation reports or reflective comments at the end of each series of regular activities or a project. Students should be reminded that:

•  A record must be kept of each CAS activity undertaken
•  Reflective comments, in writing, should be made at the conclusion of each series of regular activities or at regular intervals in the course of a project
•  Records and reflective comments should contribute to a CAS diary, file or digital portfolio.

Evaluation by the School

Evaluation by Supervising Adults

Minimally, this requires a considered comment to be written on the student self-evaluation form at the conclusion of a series of regular activities or a project. Supervising adults are encouraged to write letters to be placed in the student’s diary, file or portfolio. Where there is an activity involving many students, a letter certificate of achievement can be presented to those who have successfully met the requirements.

The CAS Coordinator: Record Keeping and Evaluation

Schools are required to compile and keep full records of each Diploma Programme candidate’s CAS performance. These records will facilitate the writing of full evaluation comments for future transcripts, for transferring to another school and for giving to the regional office on request.

The CAS coordinator should make a final, individual evaluation of the performance of each student. Evaluation should be based on more than the student’s written report: oral reports, group presentations or a presentation at the site of the activity should also be encouraged.

Download the CAS individual student completion form.

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