CAF (Coursework Authentification Form)

Keeping track of progress and academic honesty

A few years ago the IB introduced a coursework authentification form for all DP subjects. On the form for Visual Arts "6VACAF", the teacher records three interactions with each student at various stages of their coursework.

When and how do I submit the form?

From May 2019 this form must be submitted for every arts candidate, not just those candidates whose work comprises the sample for internal assessment. As this is a new policy being used across all subject areas, your DP Coordinator will be able to tell you more about uploading the form. Hang onto all the student forms until after results are published, they may be required by IB in the case of an issue concerning authenticity.

why?

This is a chance for the teacher to scrutinize the students work, make sure it is authentic. It also creates a more formal way to keep a check on student progress, to insure that they are on course and know what is expected. The main function of the form is to monitor student integrity and check on academic honesty.

what do I have to do?

schedule three individual meetings with each student over the entire course, something you probably do anyway.  From 2017 onwards the CAF form requires only teachers  ( not students) to write a general comment for each of the three interactions. N:B. teachers do not need to record feedback on the Process Portfolio since you witness the progress of the PP in the classroom; only the work submitted for the Comparative Study and the Exhibition is addressed.

Student assessment will NOT be affected by the information in these forms.

No word count limit on 6VACAF

Download the 6VACAF form here

Suggestions for structuring the three meetings

conversation 1: Inquiry

early on in course

Discuss the students' artistic interests, give suggestions of artists, sources, shows, etc. Make sure student is aware of the criteria and the course requirements. You only need to talk about possible options for each component at this point.

conversation 2: Action

mid course

Check in with CS progress. Have students identified artists for CS research, do they need help? Keep an eye on academic honesty, sources being used etc. Check progress of studio work, is the student working towards a coherent and connected body of work? What steps need to be taken next?

conversation 3: Reflection

 before finalizing work for submission

Review final drafts of both CS and Curatorial rationale, you may make suggestions but do not edit the students work. Check that digital documentation of all work is up to standard for submission. Summarize the discussion and any guidance given.

Sample Teacher Comment in Section A : Comparative Study

Although I have made this one up for demo purposes, you can see the dates may not be the same for checking in on the CS vs the Exhibition. You can decide what dates work best for your schedule. These comments are also a chance for teachers to give reminders or state evidence of incomplete work.

Sample Teacher Comment in Section B: Exhibition

How does the 6VACAF differ from the previous form 6/VAPPF?

Basically its easier:

Teacher completes the form, not student

Not all assessment tasks need to be addressed on the CAF form, you may have noticed that there are no spaces for interactions regarding the Process Portfolio. This is because teachers witness this component of the course more than the other two, which may be completed outside of class time.


 

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