CAS Portfolio

The CAS portfolio

All students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio is meant to be a collection of evidence that showcases the overall experience and will be a source of pride for the student. Students should include reflections in their CAS portfolio that give evidence to achieving each of the seven CAS learning outcomes. The CAS portfolio can also reveal how students have met the learner profile traits. The CAS portfolio is for private use by students; it is not formally assessed. However, students may present evidence from their CAS portfolio to the CAS coordinator.

To have meaning, the manner in which the CAS portfolio is presented to the students is significant. Students should be made aware that they have the choice of how the portfolio is assembled, what they include in it and how it is shared. Typically, students create their portfolio online or as a journal or file. Students are expected to update their CAS portfolio regularly.

Types of CAS portfolios

The method preferred for the CAS portfolio could be determined by the CAS coordinator; however, allowing the students to have a choice may improve the level of engagement. Students will have preferences that allow for differentiation, for example, a scrapbook, video log, blog, files or school-organized website.

Schools can mandate a particular platform—a website, blog or commercially available database—or may allow students to make an individual decision on how they will present their CAS portfolio. Points of consideration when choosing a method include access for CAS advisers or coordinators, ease of monitoring, public versus private sharing, costs and uploading functions.

Sample format

While the IB does not require any particular format for the CAS portfolio, a three-part portfolio may appeal to students and coordinators, with the sections “Profile”, “Experiences” and “Evidence”. These sections are intended to assist students to better understand their engagement with CAS, reflect on their experiences and provide evidence of their experiences.

Note: These three sections are offered only as an example of one way to organize a portfolio. There are many ways, and students can have a role in determining their most effective organizing structure.

Profile

Here, students would include their goals, interests, skills and talents and plans for their CAS programme. At the start of CAS, students map their interests against the three strands of CAS to identify possible CAS experiences, creating a personal profile. (Refer to the document “Teaching strategy: Creating a personal profile” in this TSM for suggestions.) A consideration of how students’ personal value systems align with the values expressed by the IB, with a particular focus on the IB learner profile, could also be included when developing their personal profiles. In addition, developing an awareness of themselves in relation to the CAS learning outcomes is a significant part of the profile. Through an understanding of the CAS aims and outcomes, students will be able to identify both short-term and long-term goals in their CAS programme. Throughout CAS, students can add their reflections regarding their ongoing personal development and self-awareness.

Experiences

This section would chronicle a student’s journey in CAS, incorporating a variety of reflections, learning moments, personal achievements, significant opportunities and how he or she has utilized the CAS stages. This section would demonstrate that the student has actively engaged in his or her individual CAS programme.

Evidence

Students would place in this section the collected evidence of their involvement in the CAS cycle and their achievements. Evidence could include, but is not limited to, planning documents, letters, emails, certificates, acknowledgments of participation and achievements, photographs, videos and so on. Students could correlate their involvement with the learning outcomes and may extend their thoughts to future ambitions within and outside of the CAS programme.

CAS interviews

During the three scheduled CAS interviews, the CAS portfolio is discussed and appropriate encouragement and advice are given. Notes and recommendations from these consultations should be briefly documented and included in the student’s CAS portfolio. If any concerns arise, especially about whether a student will successfully complete CAS requirements, these should be noted in the CAS portfolio and appropriate action should be taken at the earliest opportunity. The CAS coordinator or adviser should check the CAS portfolio regularly.

The CAS portfolio demonstrates ability, engagement and evidence of students’ CAS experiences. Students should be encouraged to ensure that the CAS portfolio is up to date, relevant, reflective and comprehensive. It could be a valuable addition to a student’s application for a prospective employer or educational institution. Most importantly, the portfolio is a summation of the CAS programme for the student.

(www.ibo.org)