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Use blue or black pen for your answers pencil should only be used when drawing diagrams
Do not use staples, paper clips, highlighters, glue or correction fluid
Drawing diagrams in exams
Use a sharpened pencil and a ruler
Make sure your axes are labeled
Give the diagram a title
Explain what the diagram shows
Only draw a diagram if it is relevant to the question it should be incorporated into
your answer, not just tacked on to the end
Glossary of command terms:
Analyse Asks students to respond with a closely argued and detailed examination of a particular topic
or event. A clearly written analysis will indicate the relevant interrelationships between
important variables and any relevant assumptions involved, and will also include a critical
view of the significance of the account as presented. For example: Analyse the motives that
might cause a person to save rather than to spend.
Calculate Asks students to give a precise answer, meaning there is only one acceptable answer. For
example: Calculate the PED for a price change of $2.00 to $2.20.
Compare (or Contrast) Asks students to describe two situations and present the similarities and
differences between them. A description of the two situations does not on its own meet the
requirements of this key term. For example: Contrast the occupational distribution of the
population of a developing country with that of a developed country.
Define Asks students to give a clear and precise account of a given word or concept.
Describe Asks students to provide a description of a given situation. It is a neutral request to present a
detailed picture. For example: Ali has started his first job. Faizal is now in a senior position
in her company. Describe how the expenditure pattern of these two people might be
Discuss Asks students to consider a statement or to offer a considered review of or balanced
argument about a particular topic. For example: Discuss whether it matters if a country has a
visible trade deficit
Evaluate* Invites students to make an appraisal of a situation. Students should weigh the nature of the
evidence available and discuss the convincing aspects of an argument as well as its
implications and limitations, and the less convincing elements within an argument. For
example: Evaluate alternative policies designed to reduce inflation.
Identify List do detailed explanation required. For example: Identify the factors of production
Explain Directs students to describe clearly, make intelligible and give reasons for a concept or idea.
For example: Explain how a retail price index is calculated.
What? Asks students to clarify the nature of something, in contrast to either a temporal dimension
(when?) or a spatial dimension (where?) For example: What is the difference between a tariff
and a quota? What is meant by a retail price index?
Why? Invites students to present reasons for the existence of something. This command word
implies a powerful requirement to present a judgment. It is similar to the invitation "account
for". For example: Explain why a country might be classified as developing rather than
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Evaluation occurs when a judgment is made. It is the weighing or measuring of factors followed by an attempt to
give relative weight to those factors. Questions that begin "evaluate", "assess", "critically assess", "discuss" or
"to what extent" require students to show their skills of evaluation in order to reach the highest achievement
There are many ways that students can be encouraged to improve their skills of evaluation.…read more