CommandTerms

__Glossary of Command Terms__
===Students should be familiar with the following key terms and phrases used in examination questions. Although these terms will normally be used in examination questions, other terms may be used to ask students to present an answer in a specific way.===

Account for
Asks students to explain a particular happening or outcome. Students are expected to present a reasoned case for the existence of something.

Analyze
Asks students to respond with a closely argued and detailed examination of the perspective or a development. A clearly written analysis will indicate the relevant interrelationships between key variables, any relevant assumptions involved and also include a critical view of the significance of the account as presented. If this key is augmented by "the extent to which" then the candidate should be clear that judgment is also sought.

Assess
Asks students to measure and judge the merits and quality of an argument or concept. Students must clearly identify and explain the evidence for the assessment they make.

Calculate
Asks students to give a precise answer, meaning that there is only one acceptable answer. For example: //Calculate the mean of the following test scores: 5,7,8,9,3,4,6//

Compare / Compare & Contrast
Asks students to describe two situations and resent the and contrast similarities and differences between them. On its own, a description of the two situations does **not** meet the requirements of this key word.

Construct
Asks students to present a variety of information in a diagrammatic or tabular form.

Define
Asks students to give a clear and precise account of a given word or term.

Describe
Asks students to give a portrayal of a given situation. It is a neutral request to present a detailed picture of a given situation, event, pattern, process or outcome, although it may be followed by a further opportunity for discussion and analysis.

Discuss / Consider
Asks students to consider a statement or to offer a considered review or balanced discussion of a particular topic. If the question is presented in the form of a quotation, the specific purpose is to stimulate a discussion on each of its parts. The question is asking for the candidate's opinions; these should be presented clearly and supported with as much empirical evidence and sound argument as possible.

Distinguish
Asks students to demonstrate a clear understanding of similar terms.

Evaluate
Asks students to make an appraisal of the argument or concept under investigation of discussion. Candidates should weigh the nature of the evidence available, and identify and discuss the convincing aspects of the argument, as well as its limitations.

Examine
Asks students to investigate an argument or concept and present their own analysis. Candidates should approach the question in a critical and detailed way which uncovers the assumptions and interrelationships of the issue.

Explain
Asks candidates to describe clearly, make intelligible and give reasons for a concept, process, relationship or development.

Identify
Asks candidates to recognize one or more component parts or processes.

Outline
Asks students to write a brief summary of the major aspects of the issue, principle, approach or argument stated in the question.

To What Extent?
Asks candidates to evaluate the success or otherwise of one argument or concept over another. Candidates should present a conclusion, supported by argument