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It defines terms such as advise, assess, calculate, compare, define, describe, discuss, distinguish, draft, design, determine, explain, explore, identify, illustrate, list, outline, present, report, show, solve, state, suggest, summarise, and write. It also outlines Bloom’s taxonomy and maps intellectual levels to source verbs across knowledge, comprehension, application, analysis, synthesis, and 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does “define” mean in an exam question?","Question",{"text":112,"@type":113},"“Define” asks for an accurate meaning or explanation of the term(s) specified by the examiner.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is “compare and contrast” typically handled?",{"text":117,"@type":113},"“Compare” brings out similarities and differences between two or more items, often written as “compare and contrast”.",{"name":119,"@type":110,"acceptedAnswer":120},"How does Bloom’s taxonomy connect to these command words?",{"text":121,"@type":113},"Bloom’s taxonomy groups intellectual challenge levels, and the document lists “source verbs” for each level, such as knowledge and comprehension, application and analysis, and evaluation and creating.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},316213,1790370990,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39,"preview_page_count":4},4398048950312,"https://ap-avatar.wpscdn.com/avatar/400002538284de19e3c?_k=1778320343897328908","Command words explained  \n\n| Term | Explanation |\n| --- | --- |\n| Advise | Make recommendations as to what should be done, on the basis of the information provided by the examiner |\n| Assess | Evaluate or make a judgement on the basis of the information provided by the examiner |\n| Calculate | Form an opinion, or compute an answer, using all the information available |\n| Comment | Use your ‘knowledge’ to explain or express an opinion |\n| Compare | (often written as ‘compare and contrast’) Bring out the similarities and differences between two or more items |\n| Define | Produce an accurate meaning or explanation of the term(s) specified by the examiner |\n| Describe | Produce a detailed account to indicate what something is like |\n| Design | Draw-up a document or plan for a specific purpose |\n| Determine | Resolve a problem or situation, or calculate something exactly, within the limits defined by the examiner |\n| Discuss | Debate the issues (strengths and weaknesses) and come to a conclusion |\n| Distinguish | Recognise the difference between, and make comparisons between, terms, arguments or theories |\n| Draft | Produce a document or plan in a preliminary or initial state |\n| Draw | Pull information together in order to compose arguments, or figures, into a specified order |\n| Estimate | Make a judgement or preliminary calculation without having exact details |\n\n\n| Examine | Consider or review theories, procedures or definitions, in order to arrive ata conclusion and/or recommendations |\n| --- | --- |\n| Explain | Produce a full description or interpret the information provided |\n| Explore | Investigate theories, definitions or processes, within the limits defined by the examiner |\n| Identify | (often used with the words ‘and explain’) Recognise and be able to say what the terms or concepts mean |\n| Illustrate | Demonstrate understanding of the issues or concepts through the use of relevant examples or diagrams |\n| List | Enumerate the points through a single word or sentence |\n| Outline | Provide brief details or a summary |\n| Prepare | Draft or produce a document, statement or procedure |\n| Present | Produce a chart, graph, report or argument in the format suggested by the examiner |\n| Produce | Generate or compose a document, communication or statement |\n| Provide | Produce or supply the information or items requested by the examiner |\n| Report | Provide a statement or record in a specified format |\n| Show | Use illustrations or examples to make clear what must be done to produce a result or outcome |\n| Solve | Use reasoning to produce an answer to a given problem |\n| State | Provide a clear explanation |\n| Suggest | Provide recommendations, or a solution, or advice based on the information supplied by the examiner |\n| Summarise | Provide a concise account of the key issues (often within a specified number of words) |\n| To what\u003Cbr>extent | Identify any limitations or restrictions, in relation to the information supplied by the examiner |\n| Which | Choose from a number of alternatives, providing the reasons for your choice |\n| Why | Examine the causes or reasons which inform your decision |\n| Write | Produce or compose a communication in the specified format |\n\nBlooms taxonomy  \nA common source of guidance on setting levels is Bloom’s taxonomy. Bloom suggests increasing levels of intellectual challenge, as illustrated in the diagram below.  \nIn applying the taxonomy, the first level would be focused on the basic levels of remembering and understanding, the second on applying and analysing and the third on evaluating and creating, etc. The web has a lot of useful sites on Bloom.  \nThe levels do not strictly adhere to the QCF/Ofqual guidance on levels.  \nIntellectual levels – source verbs  \n1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognise, relate, recall, repeat, reproduce state.  \n2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognise, report","cbCairznhxqydlaH","https://ap.wps.com/l/cbCairznhxqydlaH","pdf",563724,"English","# Command words and their meanings\n## Bloom's taxonomy: source verbs by intellectual level","[{\"question\":\"What does “define” mean in an exam question?\",\"answer\":\"“Define” asks for an accurate meaning or explanation of the term(s) specified by the examiner.\"},{\"question\":\"How is “compare and contrast” typically handled?\",\"answer\":\"“Compare” brings out similarities and differences between two or more items, often written as “compare and contrast”.\"},{\"question\":\"How does Bloom’s taxonomy connect to these command words?\",\"answer\":\"Bloom’s taxonomy groups intellectual challenge levels, and the document lists “source verbs” for each level, such as knowledge and comprehension, application and analysis, and evaluation and creating.\"}]","Command words explained | PDF",1789911154]