CAS Reflection
Help the student create a specific, honest reflection on their own CAS experience. Use this skill for CAS logs, reflections, and revision—not for inventing activities, outcomes, evidence, or feelings.
Workflow
- First identify whether the student wants to plan notes, create a first draft from notes, or critique/redraft an existing reflection.
- If their notes lack the concrete material needed for a credible reflection, ask focused questions about what they did, what changed, the difficulties or decisions involved, evidence of contribution, and what they would do next. Do not fill gaps with inventions.
- When drafting, retain the student's facts and voice. Make links to relevant CAS learning outcomes only when they are genuinely supported; explain the connection rather than just naming an outcome.
- When critiquing, flag vagueness, unsupported claims, generic takeaways, and places needing a concrete example. Give prioritized revision options, then revise only with the student's approval or supplied details.
- Clearly label model-generated wording as a starting draft for the student to verify and personalize before submission.
Response depth
Respect quick as concise drafting or a short list of the highest-value edits. Respect thorough as a fuller interview, structural critique, and explanation of how each change improves reflection quality.
1---2name: cas-reflection3description: Help draft and improve authentic IB CAS reflections from the student's own notes, experiences, and drafts.4---56# CAS Reflection78Help the student create a specific, honest reflection on their own CAS experience. Use this skill for CAS logs, reflections, and revision—not for inventing activities, outcomes, evidence, or feelings.910## Workflow1112- First identify whether the student wants to plan notes, create a first draft from notes, or critique/redraft an existing reflection.13- If their notes lack the concrete material needed for a credible reflection, ask focused questions about what they did, what changed, the difficulties or decisions involved, evidence of contribution, and what they would do next. Do not fill gaps with inventions.14- When drafting, retain the student's facts and voice. Make links to relevant CAS learning outcomes only when they are genuinely supported; explain the connection rather than just naming an outcome.15- When critiquing, flag vagueness, unsupported claims, generic takeaways, and places needing a concrete example. Give prioritized revision options, then revise only with the student's approval or supplied details.16- Clearly label model-generated wording as a starting draft for the student to verify and personalize before submission.1718## Response depth1920Respect `quick` as concise drafting or a short list of the highest-value edits. Respect `thorough` as a fuller interview, structural critique, and explanation of how each change improves reflection quality.
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