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AQA Exam Command Words Explained

Command words are used in exams and assessments to instruct students how to answer questions. Some key command words include: - Analyse - Break down a topic into its constituent parts to provide an in-depth understanding. - Annotate - Add words to a diagram or image to describe and explain features rather than just identify them. - Assess - Consider options or arguments and weigh them to make a conclusion about effectiveness or validity. - Critically - Invites examination of an issue from a critic's point of view with a focus on strengths and weaknesses. - Define - State the precise meaning of an idea or concept. - Discuss - Set out arguments for and against an issue and come to a

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15 views2 pages

AQA Exam Command Words Explained

Command words are used in exams and assessments to instruct students how to answer questions. Some key command words include: - Analyse - Break down a topic into its constituent parts to provide an in-depth understanding. - Annotate - Add words to a diagram or image to describe and explain features rather than just identify them. - Assess - Consider options or arguments and weigh them to make a conclusion about effectiveness or validity. - Critically - Invites examination of an issue from a critic's point of view with a focus on strengths and weaknesses. - Define - State the precise meaning of an idea or concept. - Discuss - Set out arguments for and against an issue and come to a

Uploaded by

Sarah I
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© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd

Command words

Command words are the words and phrases used in exams and other assessment tasks that
tell students how they should answer the question.

Analyse

Break down the content of a topic, or issue, into its constituent elements in order to provide an
in-depth account and convey an understanding of it.

Annotate

Add to a diagram, image or graphic a number of words that describe and/or explain features,
rather than just identify them (which is labelling).

Assess

Consider several options or arguments and weigh them up so as to come to a conclusion about
their effectiveness or validity.

Calculate

Work out the value of something.

Critically

Often occurs before ‘Assess’ or ‘Evaluate’ inviting an examination of an issue from the point of
view of a critic with a particular focus on the strengths and weaknesses of the points of view
being expressed.

Define..., What is meant by…

State the precise meaning of an idea or concept. There is usually a low tariff of marks for this.

Describe

Give an account in words of a phenomenon which may be an entity, an event, a feature, a


pattern, a distribution or a process. For example, if describing a landform say what it looks like,
give some indication of size or scale, what it is made of, and where it is in relation to something
else (field relationship).

Discuss
Set out both sides of an argument (for and against), and come to a conclusion related to the
content and emphasis of the discussion. There should be some evidence of balance, though not
necessarily of equal weighting.

Evaluate

Consider several options, ideas or arguments and come to a conclusion about their
importance/success/worth.

Examine

Consider carefully and provide a detailed account of the indicated topic.

Explain.., Why.., Suggest reasons for...

Set out the causes of a phenomenon and/or the factors which influence its form/nature. This
usually requires an understanding of processes. Explanation is a higher-level skill than
description and this is often reflected in its greater mark weighting.

Interpret

Ascribe meaning.

Justify

Give reasons for the validity of a view or idea why some action should be undertaken. This
might reasonably involve discussing and discounting alternative views or actions. Each of the
views present or options available will have positives and negatives. For the outcome(s)
chosen, the positives outweigh the negatives. Students should be able to explain all of this
review process.

Outline..., Summarise...

Provide a brief account of relevant information.

To what extent...

Form and express a view as to the merit or validity of a view or statement after examining the
evidence available and/or different sides of an argument.

Common questions

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Command words guide students by specifying the approach needed to answer questions. 'Analyse' requires breaking down the content into constituent parts to provide an in-depth understanding, focusing on how elements interrelate . 'Evaluate' involves considering various options or arguments to conclude their relative importance or success, often requiring the weighing of evidence and reasoning .

A balanced discussion acknowledges multiple perspectives, allowing a comprehensive examination of arguments for and against an issue, which builds toward an informed conclusion. 'Evaluate' similarly involves weighing evidence but focuses more precisely on judging the success or importance of the factors involved and reaching a specific judgment .

Distinguishing between 'Calculate' and analytical command words is crucial as 'Calculate' requires procedural accuracy in deriving numerical answers, whereas analytical words demand interpretation of quantitative data's significance or implications, necessitating a different skill set in reasoning, beyond computation .

'Define' command words require straightforward definitions of concepts, which demand limited cognitive effort from students. Since they do not require deeper analysis, evaluation, or synthesis, they are typically weighted with lower marks compared to more complex task words .

To respond effectively to 'Outline' or 'Summarise,' students should focus on delivering a concise overview, highlighting core elements and relationships without unnecessary detail. This requires identifying the most relevant information and presenting it coherently and succinctly .

Educators can guide students by explicitly teaching the meaning and expectations of command words, using varied examples and practice questions to illustrate differences. Encouraging metacognitive activities, such as reflective exercises or peer assessments, can deepen students' understanding of the cognitive strategies required by varying command words, enhancing their preparedness for exams .

‘To what extent’ questions test students' ability to weigh evidence critically and formulate a personal judgment on validity or extent of truth, demanding an articulated, individual perspective aligned with evidence. 'Discuss' focuses more on equal exposition and balancing perspectives rather than emphasizing a definitive evaluative judgment .

'Critically assess' requires not only evaluating arguments but also examining them from a critic's perspective, weighing strengths and weaknesses deeply and often questioning underlying assumptions or implications, thus demanding a more nuanced and in-depth analysis than 'Assess,' which may focus more on straightforward evaluation of validity or effectiveness .

Students often struggle with 'Interpret' as it necessitates deducing meaning and inferring significance, while 'Justify' demands robust reasoning to support a stance, including considering and discounting alternative views. Both require high-level critical thinking and articulation of coherent arguments, presenting challenges in depth of understanding and expression .

Misunderstanding command words like 'Explain' which requires causative reasoning, or 'Describe' which requires detailed illustration of a phenomenon, can lead to misaligned answers that either fail to include necessary causal factors or omit comprehensive descriptions. This can result in scoring poorly as the response does not align with the question's demands .

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