Command Verbs

Command Verbs

Command Verbs

Blooms Taxonomy and Command Verbs

In 1956, Benjamin Bloom along with Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a
framework for categorising educational goals which they called the Taxonomy of Educational Objectives. Familiarly
known as Bloom’s Taxonomy, this framework has been applied ever since by generations of teachers and lecturers in
their teaching at all levels.

The Taxonomy is a hierarchical classification of the different levels of thinking, and should be applied when creating
course objectives and writing assessments and tasks for learners to ensure the desired outcome will be achieved.

These brief statements describe what students will be expected to learn by the end of the course or what they will be
expected to do to meet the assessment criteria.

Many tutors do not plan what they want to achieve before write learning objectives. The full effect of learning
objectives are only realised when the learning objectives or assessments are explicitly stated.

Writing clear learning objectives and assessment tasks are critical to creating and
teaching on a course.

Bloom’s framework comprises six main categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and
Evaluation. The categories below Knowledge are “skills and abilities,” given that knowledge is a necessary precondition
for putting these skills and abilities into practice.

The framework was revised in 2001 by a group comprising cognitive psychologists, curriculum theorists and educational
researchers, and testing and assessment specialists with the title A Taxonomy for Teaching, Learning, and Assessment.

The authors removed the nouns and replaced them with verbs to label the categories and subcategories These “action
words” describe the cognitive processes by which thinkers encounter and work with knowledge.

© ice-training 11/2021 ver. 1 2

Command Verbs

It is vital that before writing a learning objective or a task or assignment that consideration is given to the purpose of
the command and the verbs used to define it.
Basic knowledge (Remember) leads to the development of the skills and abilities that are crucial to completing the
learning process: Understand, Apply, Analyse, Evaluate, Create. The belief is that students move up through each level
of the pyramid in Bloom’s taxonomy, starting from very basic learning, to acquire deeper knowledge on a subject, with
each level crucial to the development of the next.

Bloom’s taxonomy can be applied by asking questions and delivering assignments that are directly linked to the specific
learning objectives at each stage in the process, making the objectives crystal clear to the learner.

Posing multiple-choice questions can help gauge a learner’s level of basic understanding and remembering of a subject,
while asking a student to come up with a comparison or analogy points towards entering the apply or analyse stage.

Command Words by Assessment Method

Remember Understand Apply Analyse Evaluate Create

arrange classify apply analyse appraise build
define compare complete appraise argue collect
describe critique conduct calculate assess compose
label describe construct catalogue choose construct
list discuss demonstrate categorise compare create
memorise discuss dramatize critique conclude design
name estimate employ debate defend develop
recall explain execute diagnose evaluate devise
recall express perform differentiate interpret establish
recognise identify practice distinguish investigate formulate
record illustrate respond experiment justify integrate
relate interpret role-play extrapolate measure manage
repeat locate sketch inspect rate modify
reproduce reference solve measure report on organise
select reiterate use quantify review plan
state report relate score prepare
tell restate test select propose
underline review theorise support revise
summarise
tell
translate

© ice-training 11/2021 ver. 1 3

Command Verbs

Selecting Verbs appropriate to level

Being able to write a strong academic essay is a critical skill for all students. It is also a skill that will continue
to serve them if they plan to go further into an academic career, or any field that involves persuasive or
analytical writing.

As tutors, it is imperative that the task and assignment which are given to them are correctly and appropriately written
and the command verbs, which define what the learner must do, are chosen very carefully.

In much the same way that the correct verb should be chosen, depending on the outcome which is required, the level of
the qualification must also be taken into consideration. A level 1 learner will not have the ability to produce the same
quality and content of work as a learner who is working at level 5.

There are command verbs which are appropriate at each level. In the example below “Clarify” for example, is a
command verb appropriate at Level 3 but not at lower levels. It can however be used at higher Levels 4 or 5.

Command Words by Level

Entry 3 Level 1 Level 2 Level 3 Level 4 Level 5

Carry out Apply Adapt Clarify Design Act (as a role model)
Collect Communicate Analyse Construct Evaluate Adjust
Define Contribute to Annotate Diagnose Justify Adhere to
Demonstrate Describe Assess Draw conclusions Rationalise Ascertain
Give examples Know Calculate Establish Reflect Check
Identify Label Classify Evaluate Clarify
Indicate List Compare Extrapolate Critically analyse
Locate Name Create Implement Critically evaluate
Outline Organise Determine Interpret Critically review
Participate in Prepare Develop Install Empower
Recognise Produce Differentiate Investigate Enable
State Report Discuss Judge Feedback
Use Review Distinguish Justify Formulate
Select Estimate Measure Implement
Test Explain Report Initiate
Follow Review & revise Inspect
Give (+/-points) Research Intervene
Illustrate Measure
Maintain Mentor
Modify Negotiate
Monitor Observe
Perform Resolve
Plan Research
Record Represent
Reflect Recommend
Summarise Signpost
Support
Secure
Work in partnership

© ice-training 11/2021 ver. 1 4

Command Verbs

What is so important about a word?

Having considered the reason why command verbs are used, it is also important to know what is expected as a result.
The list of verbs below are provided with an explanation of what is required from the learner to meet the requirement
of the command.

For tutors who do not write objectives, tasks or assignments, but rather, have them prescribed by the qualification or a
pre-existing scheme of work, the guide below may be helpful when marking work to establish whether the outcome
meets the required outcome.

Command Verb Explanation

Analyse Break the subject or complex situation(s) into separate parts and examine each part in
detail; identify the main issues and show how the main ideas are related to practice and
Appraise why they are important. Reference to current research or theory may support the
Assess analysis.
Comment
Compare Assess, estimate the worth, value, quality, performance. Consider carefully to form an
Conduct opinion.
Consider Provide a reasoned judgement or rationale of the standard, quality, value or
Create importance of something, informed by relevant facts/rationale.
Identify and write about the main issues, express an opinion, giving reaction to what
Critically Evaluate has been read/observed.
Review the subject(s) in detail – looking at similarities and differences.
Critically Organise and perform a particular activity.
Take (something) into account (i.e. different ideas, perspectives, theories, evidence)
Critique when making a judgement
Define Originate or produce a solution to a problem.
Describe Consider the strengths and weaknesses, arguments for and against and/or similarities
Determine and differences. The writer should then judge the evidence from the different
Develop perspectives and make a valid conclusion or reasoned judgement. Apply current
Differentiate research or theories to support the evaluation when applicable.
Discuss Critical evaluation not only considers the evidence above but also the strength of the
Distinguish evidence based on the validity of the method of evidence compilation.
Draw Typically used to qualify verbs such as evaluate, assess, appraise, analyse and reflect.
Establish Give in-depth insight, opinion, debate, verdict based on a wide variety of sources,
theory, research which may agree and contradict an argument.
Evaluate A detailed analysis and assessment of something, especially a literary, philosophical, or
political theory.
© ice-training 11/2021 Show or state clearly and accurately.
Provide an extended range of detailed factual information about the topic or item in a
logical way.
Settle/conclude an argument/question as a result of investigation or by referring to an
authority.
Elaborate, expand or progress an idea from a starting point building upon given
information.
Recognise or ascertain a difference to identify what makes something different.
Give a detailed account including a range of views or opinions, which include
contrasting perspectives.
Draw or make distinction between.
Present a conclusion or decision about what is likely to happen based on facts.
Discover, prove or show something to be true or valid by determining the facts.
Consider the strengths and weaknesses, arguments for and against and/or similarities
and differences. The writer should then judge the evidence from the different
perspectives and make a valid conclusion or reasoned judgement. Apply current
research or theories to support the evaluation when applicable.

ver. 1 5

Command Verbs

Examine Inspect (something) thoroughly in order to determine its nature or condition.
Explain Make something clear to someone by describing or revealing relevant information in
Formulate more detail.
Identify To devise or develop an idea or concept in a concise and systematic way.
Interpret Ascertain the origin, nature or definitive characteristics of something.
Investigate To clarify/explain the meaning of something
Carry out a systematic or formal inquiry to discover and examine the facts of (problem,
Justify options, incident, allegation etc) so as to establish the truth.
Provide a rationale for actions and/or decisions. Your rationale should be underpinned
Outline by research, academic theory, data analysis or experience.
Prepare A general description/broad account/summary of something showing essential
Produce features/outline the case briefly but not the detail.
To make or develop something ready which will happen in the future.
Recommend To make, create or form something. Put together, assemble. leads to an
Reflect outcome/result.
Research Put forward proposals, an alternative or suggestion(s) supported by a clear rationale
Review appropriate to the situation/context.
Specify Consciously contemplate, appraise or give balanced consideration to an action or issue.
Summarise A detailed study or investigation of a subject in order to establish facts and reach new
Use conclusions.
To examine, survey, reconsider a subject, theory or item.
Identify or state a fact or requirement clearly and precisely in detail.
Sum up or give a brief account of relevant information in own words.
The action of using something for a particular purpose

© ice-training 11/2021 ver. 1 6