EDUCIFLY BLOG
IB Command Terms: The Full List and What Each One Means
Every IB exam question starts with a small word that carries a lot of weight. "Define." "Explain." "Discuss." "To what extent." These are IB command terms, and they tell you exactly what the examiner wants. Get the command term right and you earn marks fast. Miss it and you can write a full page of correct facts — and still score low. This guide lists every major IB command term, gives you the official IB definition, and explains each one in plain English.
Quick answer: IB command terms are the instruction words at the start of exam questions — words like define, describe, explain, discuss, and evaluate. Each one has an official definition in the IB subject guides, and each one asks for a different depth of answer. "State" wants one short fact. "Explain" wants reasons and causes. "Evaluate" wants strengths and limitations weighed against each other. Learning what each term demands is one of the fastest ways to lift your exam scores.
What are IB command terms?
IB command terms are the official instruction words the IB uses in exam questions, assessment criteria, and Internal Assessments (the IA — coursework marked by your teacher). They appear in every Diploma Programme (DP) subject, from Biology to Business Management.
Here's the key idea. The IB doesn't pick these words casually. Every command term has a fixed, published definition in the subject guide — the official document that describes what each course covers. Examiners write questions around these definitions. Mark schemes reward answers that match them.
So when a question says "Outline two reasons…", the examiner wants a brief summary. Two short sentences can earn full marks. When a question says "Discuss two reasons…", the examiner wants a balanced review with arguments on more than one side. A brief summary now earns almost nothing.
Same topic. Same facts in your head. Very different answers. That's why command terms matter.
Why command terms decide your marks
Command terms map directly onto the IB's assessment objectives — the three levels of thinking your exams test.
The IB groups its command terms into three levels of demand. Level 1 terms test knowledge and understanding. Level 2 terms test application and analysis. Level 3 terms test synthesis and evaluation — the deepest level. The higher the level, the more marks the question usually carries, and the more developed your answer must be.
Objective level | What it tests | Typical command terms | Typical marks |
|---|---|---|---|
Level 1 | Knowledge and understanding | Define, state, list, label, draw, measure | 1–2 marks |
Level 2 | Application and analysis | Describe, outline, apply, calculate, distinguish, annotate | 2–4 marks |
Level 3 | Synthesis and evaluation | Explain, discuss, evaluate, analyse, justify, to what extent | 4–15 marks |
This is why "describe" and "explain" are not the same question. Describe sits at level 2 — give a detailed account. Explain sits at level 3 — give a detailed account including reasons or causes. The word "because" should appear in an explain answer. It doesn't need to appear in a describe answer.
One more thing. Higher-level questions carry more marks, and marks convert to grades through IB grade boundaries. A student who nails the level 3 command terms on Paper 2 often jumps a full grade compared to a student with the same knowledge who answers every question the same way.
The full IB command terms list (with official definitions)
Below is the complete list of the main command terms used across DP subjects, with the official IB definitions from the subject guides. We've grouped them by objective level and added a plain-English translation for each.
A quick note first: each IB subject guide publishes its own command term list. The core definitions are identical across subjects, but a few terms appear only in certain subjects — "derive" lives in maths and physics, "annotate" in the sciences and geography. Always check your own subject guide too.
Level 1 command terms: knowledge and understanding
These terms want short, precise answers. No explanation needed. Don't waste exam time writing paragraphs here.
Command term | Official IB definition | In plain English |
|---|---|---|
Define | Give the precise meaning of a word, phrase, concept or physical quantity. | Write the textbook definition. Word-for-word accuracy pays. |
Draw | Represent by means of a labelled, accurate diagram or graph, using a pencil. Diagrams should be drawn to scale; graph points plotted correctly and joined by a straight line or smooth curve. | Make an accurate, labelled drawing. Use a ruler. Scale matters. |
Label | Add labels to a diagram. | Name the parts. Nothing more. |
List | Give a sequence of brief answers with no explanation. | Bullet-style answers. One line each. |
Measure | Obtain a value for a quantity. | Read the value off the instrument, graph, or diagram. |
State | Give a specific name, value or other brief answer without explanation or calculation. | One short, direct answer. One sentence is enough. |
Classify | Arrange or order by class or category. | Sort the items into the right groups. |
Identify | Provide an answer from a number of possibilities. | Pick the right option and name it. |
Level 2 command terms: application and analysis
These terms want you to use what you know — apply it, work with data, or give a fuller account.
Command term | Official IB definition | In plain English |
|---|---|---|
Annotate | Add brief notes to a diagram or graph. | Label the diagram and add a short note to each label. |
Apply | Use an idea, equation, principle, theory or law in relation to a given problem or issue. | Take the theory and use it on this specific case. |
Calculate | Obtain a numerical answer showing the relevant stages in the working. | Get the number — and show every step. Working earns marks. |
Describe | Give a detailed account. | Say what it is, what it looks like, or what happens. No reasons needed. |
Distinguish | Make clear the differences between two or more concepts or items. | Show the differences. "X does this, while Y does that." |
Estimate | Obtain an approximate value. | A sensible rough answer. Method still matters. |
Interpret | Use knowledge and understanding to recognize trends and draw conclusions from given information. | Read the data. Say what it shows and what it means. |
Outline | Give a brief account or summary. | The short version. Key points only, in a sentence or two each. |
Present | Offer for display, observation, examination or consideration. | Set the information out clearly — often in a table or chart. |
Construct | Display information in a diagrammatic or logical form. | Build the table, graph, or diagram from the information given. |
Plot | Mark the position of points on a diagram. | Put the data points in exactly the right places. |
Level 3 command terms: synthesis and evaluation
These are the big ones. They carry the most marks, and they demand developed, structured answers.
Command term | Official IB definition | In plain English |
|---|---|---|
Analyse | Break down in order to bring out the essential elements or structure. | Take it apart. Show the parts and how they connect. |
Comment | Give a judgment based on a given statement or result of a calculation. | Say what you make of the result — with a reason. |
Compare | Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout. | Similarities only. Mention both items in every point. |
Compare and contrast | Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout. | Similarities and differences. Keep switching between both items. |
Contrast | Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout. | Differences only. Mention both items in every point. |
Deduce | Reach a conclusion from the information given. | Use the clues in the question to work out the answer. |
Demonstrate | Make clear by reasoning or evidence, illustrating with examples or practical application. | Prove your point with reasoning and examples. |
Derive | Manipulate a mathematical relationship to give a new equation or relationship. | Start from a known equation and rearrange your way to a new one. |
Design | Produce a plan, simulation or model. | Plan the experiment or model — method, variables, controls. |
Determine | Obtain the only possible answer. | There's exactly one right answer. Find it and show how. |
Discuss | Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence. | Argue both sides, use evidence, and finish with a clear conclusion. |
Evaluate | Make an appraisal by weighing up the strengths and limitations. | Judge it. Strengths, limitations, then your verdict. |
Examine | Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue. | Dig into the idea. Question what it assumes. |
Explain | Give a detailed account including reasons or causes. | Describe it and say why it happens. Use "because". |
Formulate | Express precisely and systematically the relevant concept(s) or argument(s). | Write the idea out precisely — often a hypothesis or research question. |
Investigate | Observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions. | Study it systematically and report what you find. |
Justify | Give valid reasons or evidence to support an answer or conclusion. | Defend your choice. Evidence, not opinion. |
Predict | Give an expected result. | Say what will happen. In level 3 questions, say why too. |
Sketch | Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features. | A quick graph that shows the right shape and key features. No exact scale needed. |
Suggest | Propose a solution, hypothesis or other possible answer. | There may be no single right answer. Propose something sensible and back it up. |
To what extent | Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument. | How true is this claim? Argue for and against, then take a clear position. |
That's around 40 terms. You don't need to memorise every definition word-for-word. You do need to know what each one demands — especially the handful below that students mix up in every exam session.
The command terms students mix up most
Most lost marks come from a small set of near-identical pairs. Learn these five mix-ups and you're ahead of most of the exam hall.
Describe vs explain
Describe means give a detailed account. Explain means give a detailed account including reasons or causes. That last part is the whole difference.
"Describe the trend in the graph" → "CO₂ concentration rises steadily from 1960 to 2020." Done.
"Explain the trend in the graph" → "CO₂ concentration rises because fossil fuel use increased…" You must give the why. If your explain answer has no "because", it's a describe answer — and it will be marked like one.
Compare vs contrast vs distinguish
Compare = similarities only. Contrast = differences only. Compare and contrast = both. Distinguish = make the differences clear, usually more briefly than contrast.
The trap: writing one paragraph about item X, then a separate paragraph about item Y. The official definitions say "referring to both (all) of them throughout". Examiners want linked points: "Mitosis produces two identical cells, whereas meiosis produces four genetically different cells." Every sentence should touch both items.
Discuss vs evaluate vs to what extent
All three are essay-style terms. They differ in what the conclusion must do.
Term | Your answer must… | Your conclusion must… |
|---|---|---|
Discuss | Present a range of arguments or factors, on more than one side | State a clear, supported position |
Evaluate | Weigh strengths against limitations | Deliver a verdict on overall worth |
To what extent | Test how far a claim holds true | Commit to a degree: fully, partly, barely — and say why |
The single most common error: answering "to what extent" with a one-sided essay. The term is an invitation to argue both ways. Strong answers agree and disagree with the claim, then land on a defensible position like "largely true, but only under these conditions."
State vs outline vs list
State = one brief answer. List = several brief answers. Outline = a brief account — short sentences, key points, no depth.
These are low-mark questions. The skill here is speed. If "State the value of x" is worth 1 mark, write the value and move on. Every minute saved is a minute for the 15-mark evaluate question later.
Draw vs sketch vs label vs annotate
Draw = accurate and to scale, with labels. Sketch = the general shape with key features — accuracy of scale doesn't matter. Label = add names to parts. Annotate = add names plus brief notes.
In the sciences, an "annotate" answer that only labels loses half the marks. Each label needs a short working note: not just "mitochondrion" but "mitochondrion — site of aerobic respiration."
Command terms in IB Maths: hence, show that, and friends
Maths has its own extra set of exam terms, listed in the Mathematics: Analysis and Approaches (AA) and Applications and Interpretation (AI) guides.
Maths term | What it means |
|---|---|
Hence | Use the previous part's result to answer this part. Other methods may earn nothing. |
Hence or otherwise | The previous part helps, but any valid method gets full credit. "Hence" is usually the fastest route. |
Show that | The answer is printed in the question. Your job is the working that leads to it — every step, clearly. |
Write down | No working needed. The answer should be read straight from the graph, table, or earlier work. |
Verify | Substitute the given value in and confirm it works. You're checking, not solving. |
Find / Solve | Standard full-working questions. Show your method — method marks survive wrong answers. |
Two habits matter here. First, respect "hence" — the IB is telling you the intended route, and ignoring it costs both time and marks. Second, never skip working on "show that" questions. Since the answer is already given, the working is the answer. Our IB Maths AA tutors drill these exam terms deliberately, because they're where strong mathematicians leak easy marks.
Command terms in essays: TOK, the EE, and Paper 2s
The level 3 terms rule the essay subjects. History, Economics, Business Management, English, and Global Politics build entire papers from discuss, evaluate, examine, and to what extent.
They also shape the DP core. Theory of Knowledge (TOK) essay titles are almost always "discuss" or "to what extent" prompts in disguise. The Extended Essay (EE) — the 4,000-word independent research paper — is marked partly on critical thinking, which means sustained analyse-evaluate-justify writing rather than description. Examiners' reports repeat the same complaint every year: too much describing, not enough evaluating. If your Extended Essay reads like a report instead of an argument, the command-term mindset is what's missing.
A practical trick for any essay question: circle the command term, then write its definition at the top of your plan. "Evaluate = strengths + limitations + verdict." Build your paragraph plan around those three jobs. It keeps the essay on task when time pressure kicks in.
How to revise command terms (without just memorising)
Knowing the definitions is step one. Using them under pressure is the real skill. Here's what works.
Sort past-paper questions by command term. Take a set of IB past papers and highlight every command term. You'll spot your subject's pattern fast — which terms dominate Paper 1 versus Paper 2, and which levels carry the marks.
Answer the same question at three levels. Take one topic — say, market failure. Describe it in two sentences. Explain it with causes. Then evaluate a policy response to it. This trains you to feel the difference between levels, not just recite it.
Mark your own answers against the definition. After a practice question, reread the command term's definition and ask: did I do that? An "evaluate" answer with no limitations mentioned fails the definition, no matter how good the content is.
Check the mark scheme's language. IB mark schemes mirror command terms. A "discuss" mark scheme literally allocates marks for counterarguments. Seeing that once changes how you write forever.
Build it into every subject. Command terms are one of the highest-leverage exam skills because they transfer — the same 40 words run through all six of your subjects. It's a core part of how students move from 5s to 7s: same knowledge, sharper match between question and answer.
Do command terms differ between subjects?
The definitions stay the same, but each subject uses its own selection.
The sciences (Biology, Chemistry, Physics) use the widest range, including practical terms like annotate, draw, design, and determine. Maths adds its exam-specific set: hence, show that, write down, verify. The humanities lean on the essay terms: discuss, evaluate, examine, to what extent, compare and contrast. Languages use analyse and comment for texts. Business Management is famous for its heavy use of discuss and evaluate in Paper 2 10-mark questions.
Your subject guide has the exact list for your course, and your teacher can print it. It's usually one page per subject. Reading that page takes five minutes and pays off in every exam you sit for two years.
One reassuring note for students moving up from IGCSE or MYP: the IB's command terms carry over. IGCSE and MYP papers use very similar instruction words with very similar meanings, so the habit you build now keeps working later.
The bottom line
Command terms are the IB's contract with you. The question tells you exactly what kind of answer earns marks — you just have to read the first word as carefully as the rest of the question. Learn the three levels. Master the five classic mix-ups. Respect "hence". And practise sorting real exam questions until matching your answer to the term is automatic.
Educifly's IB specialist tutors — teaching IB since 2018, with 500+ students taught — build command-term training into every exam-prep session. If your child knows the content but keeps losing marks on "how they answered", a free trial class is a good place to fix it.
Frequently asked questions
What are IB command terms?
IB command terms are the official instruction words used in IB exam questions and assessment criteria — words like define, describe, explain, discuss, and evaluate. Each term has a fixed definition published in the IB subject guides, and each one tells you what kind of answer the examiner expects and how deep it should go.
How many IB command terms are there?
There are around 40 main command terms used across IB Diploma Programme subjects, plus a small extra set used in Maths exams (hence, show that, write down, verify). Each subject guide publishes its own list, so the exact number varies slightly by subject. Most students only meet 15–20 of them regularly in their own six subjects.
What is the difference between describe and explain in IB?
Describe means give a detailed account — what something is or what happens. Explain means give a detailed account including reasons or causes — what happens and why. The quickest check: an explain answer should contain the word "because" (or a clear cause). If it doesn't, it's only a describe answer and will lose marks on an explain question.
What does evaluate mean in IB?
Evaluate means make an appraisal by weighing up the strengths and limitations. A full evaluate answer does three things: presents the strengths, presents the limitations, and finishes with a clear judgment about overall worth. Answers that only list good points — or never reach a verdict — score in the lower mark bands.
What does "to what extent" mean in an IB question?
"To what extent" asks you to judge how far a claim or argument is true. The official definition asks you to consider the merits or otherwise of the argument, with evidence on both sides, and to present a clear conclusion. Strong answers commit to a degree — "largely", "only partly", "almost entirely" — and defend that position. One-sided answers are the most common way students lose marks on this term.
What is the difference between compare, contrast and distinguish?
Compare means give the similarities. Contrast means give the differences. Compare and contrast means give both. Distinguish means make the differences between concepts clear, usually more briefly. In all of them, the IB definition requires you to refer to both items throughout — so link every point across both items rather than writing one block about each.
What does "hence" mean in IB Maths?
"Hence" means you must use the result from the previous part of the question to answer the current part. If the question says "hence or otherwise", any valid method earns credit, but the previous result is usually the fastest route. Ignoring "hence" and starting from scratch can cost method marks even if your final answer is right.
What is the difference between draw and sketch in IB?
Draw means produce an accurate, labelled diagram or graph — to scale, with points plotted precisely, using a pencil and ruler. Sketch means show the general shape and key features, without worrying about exact scale. A sketch of a curve should still show intercepts, turning points, and asymptotes if they're relevant.
Are command terms the same in every IB subject?
The definitions are the same across subjects, but each subject uses its own selection of terms. The sciences use practical terms like annotate and design; maths adds hence, show that, and write down; essay subjects lean on discuss, evaluate, and to what extent. Every subject guide includes a one-page glossary of the command terms used in that course.
Do command terms tell you how many marks a question is worth?
Indirectly, yes. Level 1 terms (state, define, list) usually carry 1–2 marks. Level 2 terms (describe, outline, calculate) usually carry 2–4. Level 3 terms (explain, discuss, evaluate, to what extent) carry the big marks — from 4 up to 15 in essay subjects. Always check the printed mark allocation too, and match the length of your answer to it.
What does discuss mean in IB?
Discuss means offer a considered and balanced review that includes a range of arguments, factors, or hypotheses, supported by evidence, with a clear conclusion. In practice: present at least two sides, back each with evidence or examples, and end with a supported judgment. A discuss answer with only one viewpoint cannot reach the top mark band.
How should I revise IB command terms?
Three habits work best. First, sort past-paper questions by command term so you learn your subject's pattern. Second, practise answering the same topic at all three levels — describe it, explain it, then evaluate it. Third, mark your own practice answers against the official definition and ask whether you actually did what the term demands. Ten minutes of this per revision session is enough.