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This document explains the different verbs used in ACA exam requirements at the Professional and Advanced Level, to clarify what the different verbs are telling you to do. It will also help highlight the level of knowledge, understanding and skills you need to demonstrate.  \nCOMMANDS NOT QUESTIONS  \nAlthough we all talk of ‘exam questions’, the ACA exam requirements are commands or instructions which include a verb (or verbs) that tell you what is being asked of you.  \nTutors and examiners often tell students to: answer the requirement; the whole requirement; and nothing but the requirement. So, once you understand what the verb (or verbs) in an exam question mean, you’ll be able to better understand what the question is asking you to do, and better scope out your answer to meet the  \nexam requirement.  \nPROGRESSION OF DIFFICULTY  \nThere is progression of difficulty as you move from one level of ACA exams to the next. The skills and technical knowledge you learn are cumulative — they are not forgotten, and you will need to retain them and build upon them as you progress through the levels.  \nKNOWLEDGE  \nThe technical knowledge complexity increases asthe ACA exams move to higher levels. The technical knowledge grids are shown at the end of the ACA syllabus document. This has four levels of A, B, C, D. Level A is the highest level requiring: ‘A thorough knowledge with a solid understanding of the subject matter and experience in the application thereof sufficient to exercise reasonable professional judgement in the application of the subject matter in those circumstances generally encountered by chartered accountants ’.  \nProgression of knowledge shown in the technical grid shows:  \n(i) more advanced topics at Advanced Level only (eg, IAS 19. IFRS 2); and  \n(ii) more topics dealt with at Level A at Advanced Level (eg, IFRS 9, IAS 12) .  \nSKILLS  \nThere is greater testing of higher skills at the higher levels of ACA exams. This is reflected in the verbs used in the exam requirements.  \nThese verbs are reflected in the Blooms taxonomy hierarchy as follows:  \nDo not worry about which verb fits into which of these six categories. Concentrate on what the verb means and what it is telling you to do.  \nHigher level verbs require more advanced skills  \nEVALUATION  \n SYNTHESIS  ANALYSIS  \nAPPLICATION  \nCOMPREHENSION  \nmore  \nLower level verbs require basic skills  \nKNOWLEDGE  \nKNOWLEDGE AND SKILLS COMBINED  \nIt’s not just the more advanced skills that are tested at the ACA Professional and/or Advanced Levels. It is true that some higher-level verbs are used frequently particularly at Professional Level and Advanced Level exams, but lower-level verbs continue to be used too. There are two reasons:  \n1. More complex subject matter and more complex scenarios are used in these exams so even a lower level verb, when used in a complex scenario, can test skills. So, a low-level verb like ‘describe’ can be used, for example, for a complex hedging arrangement.  \n2. Lower-level verbs can also be used in combination with higher-level verbs. So,‘identify and evaluate’uses a lower-level verb (identify) but it is also combined with a higher-level verb (evaluate) to make it a more complex skills requirement suitable for the higher-level exams.  \nIt is wrong to think that all exams at the same ACA level have the same skills requirements and therefore use equivalent verbs. Each exam has a different combination of knowledge and skills that will test you in different ways.  \nSo, for example, the Business Strategy and Technology exam is high in skills requirements and lower in knowledge, compared with Tax Compliance, which is higher in knowledge requirements and lower in skills.  \nVerbs used inACA exams  \nThe table on the next few pages shows the verbs that are commonly used in requirements inACA exa","cbCaivsKlUmPJujz","https://ap.wps.com/l/cbCaivsKlUmPJujz","pdf",669536,13,"English","# EXAM VOCABULARY SUPPORT\n## COMMANDS NOT QUESTIONS\n## PROGRESSION OF DIFFICULTY\n## KNOWLEDGE\n## SKILLS\n## VERBS USED IN ACA EXAMS\n## KNOWLEDGE VERBS","[{\"question\":\"Why should ACA candidates focus on verbs in exam requirements?\",\"answer\":\"ACA requirements are commands that include verbs indicating what must be done. Understanding the verb (or verbs) helps candidates scope answers to meet the exact exam requirement.\"},{\"question\":\"How does difficulty progress from one ACA level to the next?\",\"answer\":\"Difficulty increases as technical knowledge complexity and the testing of higher skills grow at higher levels. Skills and knowledge are cumulative and must be retained and built upon.\"},{\"question\":\"How do Bloom’s taxonomy concepts relate to ACA verb expectations?\",\"answer\":\"The document links the verbs used in exam requirements to Bloom’s taxonomy hierarchy. Higher level verbs demand more advanced skills, while lower level verbs can still appear in complex scenarios or be combined with higher level verbs.\"}]","EXAM VOCABULARY SUPPORT - ACA EXAM VERBS - Explained | PDF",1790841640,33]