What Are Command Words and Why Do They Make or Break Your Exam?
“I don’t understand the wording of the exam questions.”
I’ve heard this from many students during our first introductory call. It’s a common frustration.
Misunderstanding command terms could result in losing 30% or more of your marks in your exam.
I’ve known gifted students miss points because they might ‘describe’ when they should be ‘stating’ or ‘list’ instead of ‘analyzing.’
That’s why I teach my students how to answer questions based on the command terms in the question.
But understanding exam terminology isn’t as difficult as it sounds!
Once you get the hang of those command terms, you’ll see a boost in your exam performance!
What Is a Command Term?
Command terms, in the context of exams, are specific words or phrases like ‘State,’ and ‘Explain,’ ‘Compare,’ ‘Deduce,’ used in exam questions to dictate how you should answer, ensuring clarity and consistency in assessments.
They specify the type of response required, like “define” for a precise meaning or “explain” for a detailed account with reasons rather than simply stating some random answer.
This standardization allows examiners to test various cognitive skills and ensures fair, uniform grading across all students.
Understanding what are command terms is crucial because they determine how you structure your response and can significantly impact your grade.
Why IB Chemistry Exam Wording Is Tricky
🧠 The Exam Is Testing More Than Knowledge
The exam isn’t just testing if you know the material—it’s testing how well you can apply it. And that’s where the tricky wording comes in.
🔍 The Smallest Word Can Change Everything
A single word can completely change what the examiner expects from you.
Saying “state” is not the same as saying “explain.”
If you mix them up, you might give the wrong type of answer and lose marks, even if your knowledge is solid.
🧪 It’s Not Just Memorization
Unlike other exams, IB Chemistry doesn’t just want you to regurgitate facts.
You must show that you understand why things happen and how they connect.
That’s why questions often ask you to justify, deduce, or evaluate instead of just giving an answer.
📚 Science Has Its Own Language
Chemistry has a precise vocabulary.
The exams expect you to use terms accurately, and misusing a word or missing out on the right keyword can cost you marks.
Saying “Metallic bond is the attraction between metal atoms” instead of “Metallic bond is the electrostatic force of attraction between positive metal ions and their sea of delocalized electrons” might seem like a minor slip…
Still, it could mean losing the entire mark.
📈 Data-Heavy Questions Need Precision
Graphs, tables, and experimental setups are a big part of IB Chemistry.
How a question is worded often forces you to interpret data carefully before jumping to conclusions.
A misread graph or a rushed response can easily lead you astray.
Why Command Terms Are a Blessing
Command terms are beneficial and critical to scoring well on your exam.
The absence of command terms would confuse not just the students as to what they need to write and what they needn’t write…
But also the examiners as to how they should distribute points.
🎯 You Answer the Right Question
If you don’t understand the command term, you might give an answer that completely misses the mark.
For example, if a question asks you to compare two types of bonding, but you only describe them separately—you’ll lose marks for not making the comparison.
⏱ You Use Your Time Wisely
Knowing exactly what’s expected of you means you won’t waste time over-explaining something that only needs a quick definition.
Similarly, you won’t give a short answer when an in-depth analysis is required.
🏆 You Get Maximum Marks
IB examiners award marks based on how well you follow the command terms.
If they ask for an “evaluation” and you only give a description, you won’t get full points—no matter how well-written your response is.
❌ You Avoid Costly Misinterpretations
The IB exam isn’t trying to trick you—it’s just structured in a very specific way.
Understanding command terms helps you avoid misunderstandings and ensures that you answer in the way that earns you the most marks.
🧠 You Develop Critical Thinking Skills
Command terms train you to think more deeply about questions rather than just recalling facts.
They force you to break down what’s asked, organize your thoughts, and communicate your reasoning clearly—skills that go beyond just chemistry and help in almost any academic or professional setting.
Final Thoughts
Mastering command terms is like learning the secret code to IB success.
Once you understand what’s being asked, you can focus on showcasing your knowledge correctly—which can make a big difference between a good score and a great one!
So, next time you sit for an IB Chemistry exam, pay close attention to those command terms—they hold the key to your success!
IB Chemistry Command Terms Handout
Use this guide to understand what each command term asks you to do in your IB Chemistry exams.
Assessment Objective 1 – Knowledge and Understanding
Command Term | Definition |
---|---|
Draw | Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler should be used for straight lines. Diagrams should be to scale. Graphs should have points plotted correctly and joined with a straight line or smooth curve. |
State | Give a specific name, value, or brief answer without explanation or calculation. |
Assessment Objective 2 – Application and Analysis
Command Term | Definition |
---|---|
Annotate | Add brief notes to a diagram or graph. |
Calculate | Obtain a numerical answer, showing all relevant stages of working. |
Describe | Give a detailed account. |
Estimate | Obtain an approximate value. |
Outline | Give a brief account or summary. |
Assessment Objective 3 – Synthesis and Evaluation
Command Term | Definition |
---|---|
Comment | Give a judgement based on a statement or result of a calculation. |
Compare | Give an account of the similarities between two or more items, referring to both/all throughout. |
Contrast | Give an account of the differences between two or more items, referring to both/all throughout. |
Deduce | Reach a conclusion from the information given. |
Determine | Obtain the only possible answer. |
Discuss | Offer a considered and balanced review that includes a range of arguments or factors. Back up opinions with evidence. |
Evaluate | Make an appraisal by weighing up strengths and limitations. |
Explain | Give a detailed account including reasons or causes. |
Predict | Give an expected result. |
Sketch | Represent by means of a diagram or graph (labelled if needed). It should show the general idea of the shape or relationship and include relevant features. |
Suggest | Propose a solution, hypothesis, or possible answer. |