Command verbs.
Command verbs are those words that help you recognise how to answer a question and also gives you oan idea of how long and detailed your answer needs to be. It is usually the first word of the question. The table below is the T-Level official guidance on what different command verbs mean and how to answer them.
| Command Word | Use |
| Assess |
Evaluate or estimate the quality of a given topic to make an informed judgement, may include advantages and disadvantages. |
| Analyse |
Separate information into component parts. Make logical, evidence-based connections between the |
| Calculate | Work out the value of something, showing relevant working |
| Choose | Select from a range of alternatives (MCQ) |
| Compare | Identify similarities and/or differences |
| Complete | Finish a task by adding to given information |
| Consider | Review and respond to given information |
| Define | Give a definition or specify meaning of an idea or concept. |
| Describe | Give an account of or set out characteristics or features |
| Discuss | Present key points about different ideas or strengths and weaknesses of an idea. There should be some element of balance, although not necessarily equal weighting. |
| Evaluate | Review information and bring it together to make judgements and conclusions from available evidence. Students may also use their own understanding to consider evidence for and against. |
| Explain | Set out purposes or reasons or make something clear in relation to a particular situation. An explanation requires understanding to be demonstrated. |
| Explain how | Give a detailed account of a process or way of doing something. Give examples Answers should include relevant examples in the context of the question. |
| Identify | Name or otherwise characterise. |
| Justify | Support a case or idea with evidence. This might reasonably involve discussing and discounting alternative views or actions. |
| Label | Add names, indicating their correct position to an image or diagram |
| List | Give a selection of answers, as many as the question indicates. |
| Name | Identify using a recognised technical term. |
| Outline | Set out main the characteristics or features. |
| Show | Provide structured evidence to reach a conclusion. |
| State | Express in clear, brief terms. |
| Summarise | Brief statement of the main points. |
| Suggest (what/why/how) | Present a possible cause or solution. Apply knowledge to a new situation to provide a reasoned explanation. |
| Use or Using (Figure 1, Table 2, the information above/in the scenario, your own knowledge and understanding) |
Answer must be based on information given in the question. In some cases, students may be asked to use their own knowledge and understanding. |
| Work out | Perform one or a set of steps or calculation to arrive at an answer. |
