Command Word Taxonomy – Edexcel IGCSE Biology

Command Word Taxonomy – Overview

• Source: Pearson Edexcel International GCSE in Biology, Specification – Issue 2 – April 2018 (pp. 45–46)
• Purpose: Clarifies what examiners expect when particular command words appear in external assessments.
• Importance for exam preparation:
  • Guides depth, style, and structure of answers.
  • Prevents loss of marks through misunderstanding vocabulary.
  • Helps allocate time by signalling complexity (e.g.
  • “Give/State/Name” ≈ recall, low-time;
  • “Evaluate” ≈ extended reasoning, higher-time).

Practical Usage Tips (cross-command)

• Always underline/highlight the command word before starting an answer.
• Map command words to Bloom’s taxonomy levels:
  • Knowledge/Comprehension → “Give”, “Identify”, “Describe”.
  • Application/Analysis → “Calculate”, “Determine”, “Analyse”.
  • Synthesis/Evaluation → “Discuss”, “Evaluate”, “Justify”.
• If two verbs appear (e.g. “Analyse the data to explain…”), meet both demands: first dissect patterns, then link them to mechanisms.

Individual Command Words & Expected Responses

Add / Label

• Task: Append missing information or labels to provided stimulus (diagram, table, graph).
• Key requirement: accuracy in positioning and terminology.
• Example: Label the aorta, pulmonary artery, and septum on a heart diagram.

Calculate

• Task: Produce a numerical answer; all working must be shown.
• Marks often split \approx 1/3 method, 2/3 accuracy.
• Include units and significant figures as specified.
• Example: “Calculate the magnification given image size \div actual size.”

Comment on

• Task: Synthesise multiple data sources to form a brief, balanced judgement.
• Often follows graphs/tables.
• Structure: observation → interpretation → mini-conclusion.

Complete

• Task: Fill in all blanks of a provided structure (table/diagram).
• May involve text, numbers, or symbols.

Deduce

• Task: Draw logical conclusion(s) solely from supplied information.
• No external knowledge unless expressly allowed.

Describe

• Task: Provide a developed, sequential account without justification.
• Use link-words (e.g. “first… then… finally…”).
• Example: “Describe the process of transpiration.”

Determine

• Task: Derive a quantitative answer from given stimulus OR show quantitative method.
• No credit for purely qualitative statements.

Design

• Task: Produce a step-by-step procedure/experiment.
• Must include controls, variables, apparatus, safety.

Discuss

• Triple expectation:
  • Identify the issue/problem.
  • Explore all facets (pros, cons, alternatives).
  • Use reasoned argument to reach conclusion.
• Balance is essential; unsupported bias loses marks.

Draw

• Task: Create an accurate diagram (ruler/freehand as context demands).
• Clean labels, proportion, no shading unless instructed.

Estimate

• Task: Provide approximate value from data/graphical cues.
• Show quick calculation or reasoning path.

Evaluate

• Task: Review data/methods → weigh strengths & weaknesses → reach supported judgement in context.
• Use phrases: “A strength is…”, “However, a limitation…”, “Therefore…”.

Explain

• Task: Provide reasoning/justification;
• Can include equations or causal language.
• Framework: cause → biological mechanism → effect.

Give / State / Name

• Synonymous recall commands; usually one-word or short-phrase answers.
• No explanation needed unless asked separately.

Give a reason / reasons

• Similar to above but explicitly requires justification(s).
• Number of reasons often implied by mark allocation.

Identify

• Task: Select key information from resource; minimal wording.

Justify

• Task: Supply evidence to support a given statement or prior answer.
• Cite data, theory, or calculated values.

Plot

• Task: Draw graph with accurate points, suitable scale, labelled axes, and best-fit line.
• Omission of any element costs marks.

Predict

• Task: State expected result/outcome.
• Must align logically with prior trends/theory.

Show that

• Task: Verify given statement; usually algebraic or numerical proof.
• Answer must end with quoted value to confirm.

Sketch

• Task: Quick freehand drawing; axes unscaled but labelled; highlight significant features (e.g. maxima/minima).

State what is meant by

• Task: Provide definition of term; multiple phrasings acceptable if precise.

Suggest

• Task: Offer plausible solution/explanation in novel context based on scientific principles.
• Creative but scientifically grounded.

Verb Preceding a Command Word (Composite)

• Example: “Analyse the data/graph to explain”.
• Must complete both actions sequentially: dissect patterns THEN connect to theory.

Multiple-Choice Commands – What / Why

• In MCQs, “What” asks for selection of correct option; “Why” demands underlying reasoning when explanation part is present.

Real-World & Exam Strategy Connections

• Employers and higher education value precise command-word literacy for reports and research proposals.
• Ethical aspect: Accurate interpretation (e.g. in “Evaluate”) prevents misrepresentation of data in public health.
• Time management tip: Circle high-level verbs (“Evaluate”, “Discuss”) during reading time; allocate proportionate minutes (~1 mark ≈ 1 minute + planning).

Quick Reference Table (Condensed)

• Recall: Give/State/Name, Identify.
• Understanding: Describe, Explain, State what is meant by.
• Application: Calculate, Determine, Show that, Plot, Estimate.
• Analysis: Analyse, Deduce, Comment on.
• Synthesis: Design, Suggest.
• Evaluation: Discuss, Evaluate, Justify, Predict.

Numerical & Formatting Reminders

• Always box final calculated answers.
• Use SI units (e.g. cm^3, g, mol) unless question provides alternative.
• Graph scales: choose simple multiples (e.g. 1, 2, 5) for ease of plotting.

Common Pitfalls to Avoid

• Answering “Explain” with mere description.
• Providing qualitative answer for “Determine”.
• Forgetting units after “Calculate”.
• Unbalanced argument in “Discuss/Evaluate”.